Richard M. Cash, EdD, has worked in the field of education for over 25 years. His range of experience includes teaching at the elementary and middle school levels as well as the college level, and more recently serving as district gifted program administrator for the Bloomington Public Schools, in Minnesota. Dr. Cash received his doctorate in Educational Leadership and a Master’s Degree in Curriculum and Instruction from the University of St. Thomas in Minneapolis, MN. Dr. Cash serves on various boards and associations, such as the World Council on Gifted Education, ASCD, and The National Association for Gifted Children. Currently, he works as a private consultant to many school districts around the U.S. and internationally. He has presented in numerous states around the country, Spain, England, Canada, the Czech Republic, The Kingdom of Saudi Arabia and most recently, Qatar. His areas of expertise are educational programming, rigorous and challenging curriculum development, differentiated instruction, 21st century skills, and brain compatible classrooms. Dr. Cash authored the book Advancing Differentiation: Thinking and Learning for the 21st Century, (2011). His newest book Differentiation for Gifted Learners: Going Beyond the Basics is a co-authored publication with Dr. Diane Heacox, a widely respected expert in differentiation and gifted education. Both books are published by Free Spirit Publishing, Inc. Disclosure: Dr. Cash is the owner of nRich Educational Consulting, Inc., an educational consulting company. He receives financial compensation from his consulting firm and he receives royalties from Free Spirit Publishing, the publisher of his books. He is also employed by Bloomington Public Schools as an Education Innovation Specialist. There are no non-financial relationships to disclose.
Instructor for Course #2 - Struggling Readers
Dixie D. Massey, PhD, University of Washington
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: 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. There are no non-financial relationships to disclose.
Instructor for Course #3 MOVE-Gross Motor Curriculum
Julie Sues-Delaney, LPT, Mobility Opportunities Via Education (MOVE)
Julie Sues-Delaney, Licensed Physical Therapist, is one of the Program Managers for MOVE International. She is responsible for conducting MOVE sponsored trainings across the country that support MOVE model sites and MOVE International Trainers. Julie has consulted with teachers/therapists on infusing the MOVE Program into their classrooms and advancing learners in their gross motor skills. Julie graduated from Northwestern University in Chicago, with a degree in Physical Therapy. Julie has been the director of physical therapy in both inpatient and outpatient therapy settings, and has worked in the school setting for fifteen years in early intervention, center-based and full inclusion opportunities. She has also consulted at group homes for the developmentally delayed adults, and has extensive experience with a variety of diagnosis and syndromes. Disclosure: Julie is employed by MOVE International, an educational consulting firm. There are no non-financial relationships to disclose.
Instructor for Course #4 - Executive Functioning
Liliana J. Lengua, PhD, University of Washington
Liliana Lengua, PhD is a child psychologist, professor in the Psychology Department at the University of Washington, and director of the UW Center for Child and Family Well-Being. She is internationally recognized for her research on children’s vulnerable and resilient responses to adversity, demonstrating how parenting and children’s temperament contribute to children’s unique responses to stress. She is also recognized for her research on the effects of stress and disadvantage on children’s developing self-regulation and social-emotional competence. Her current research focuses on the development of effortful control, or executive functioning, and its role in children’s academic, social and emotional competence. Dr. Lengua received her Ph.D. in Child Clinical Psychology and Prevention Science at Arizona State University. She has been the principal investigator of several federally funded research projects and is the author of over 50 published papers. Disclosure: Dr. Lengua is employed by the University of Washington, Department of Psychology. There are no non-financial relationships to disclose.
Instructor for Course #5 & #12 - Emergent Writing; Communication ALL Day Long
Caroline Musselwhite, EdD, CCC-SLP is an assistive technology specialist with more than 30 years of experience working with children and adolescents with severe disabilities, in a variety of settings, including Head Start, developmental day programs, and the public schools. She has taught courses at several universities, including West Virginia University, and Western Carolina University. She has also coordinated Communication Circles and Balanced Literacy Club Projects in school districts in Massachusetts, New York, Florida, Arizona, Illinois, and Kingston, Ontario. Dr. Musselwhite has authored a number of textbooks and “how-to” books on a range of topics, including Emergent Literacy Success, Communication Programming for Persons with Severe Handicaps, and Reading Activities Project for Older Students (R.A.P.S.). She has authored a number of software programs (Write to Talk, Social Scripts) and books (Learning to Work) for youth with disabilities. She has presented thousands of workshops throughout the world, and is a founding member of the Board of Directors for the International Society for Augmentative and Alternative Communication (ISAAC). Honors include: Foundation Fellowship (West Virginia University), Educator of the Year (Association for Retarded Citizens, North Carolina), Honors of the Association, (North Carolina Augmentative Communication Association), and DiCarlo Outstanding Clinician Award (North Carolina Speech-Language-Hearing Association), and ISAAC Fellow. Disclosure: Dr. Musselwhite is an assistive technology and literacy consultant for several school districts and for the Teacher’s College Inclusive Classrooms Project. She is on the Board of Directors for ISAAC. She receives royalties for her books, therapy materials and software programs from Spectronics Inclusive Learning Technologies, College-Hill Press, Pro Ed, Singular Publishing Group, Creative Communicating Resources, Southwest Human Development, Inc., and Special Communications (self publishing).
Instructor for Course #6 - Bullying, Revenge, & Belonging
Karin S. Frey, PhD, University of Washington
Karin S. Frey, PhD, is an internationally known expert on youth bullying, retaliation, and bystander behavior. As the lead developer and evaluator of one of the most rigorously tested anti-bullying programs, she is well aware of the barriers to, and rewards of effective intervention. Her research utilizing second-by-second observations of nearly 1000 young people has documented a 34% drop in bullying / victimization, a 72% drop in destructive bystander behavior, a 36% drop in retaliatory aggression, and a 61% drop in the need for adult intervention in conflicts in program schools. Karin is a Research Associate Professor of Educational Psychology at the University of Washington, where she teaches about belonging and bullying, and conducts research on the contributions of friends and cultural norms to bullying, retaliation, and positive coping strategies. She has led workshops on bullying for educators, and therapeutic groups on social relationships for children with physical disabilities. Disclosure: Dr. Frey is employed by the University of Washington. There are no non-financial relationships to disclose.
Instructor for Course #7 - Diverse Learners: Building a Discourse
Cassandra A. Martin, PhD, University of Washington
Cassandra A. Martin, PhD, SpEd, is a specialist in the areas of accessing the general curriculum for students with moderate to severe disabilities, functional approaches to challenging behavior, and education law and policy to support the human rights of different kinds of learners in school, the community, and in the workforce. Currently, Cassie works at the University of Washington at the Haring Center. She also has a private practice where she contracts with over 15 school districts in the state of Washington and works with dozens of families to support children and adults in schools and their communities. Cassie serves on the Board of Trustees at the Academy for Precision Learning and is a member of several professional organizations.
The foundation of Cassie’s work is the certainty that a high quality education is a basic human right for all students and that this right must extend to individuals with disabilities. Cassie provides staff development training to elementary and secondary schools on what it means to be a diverse learner and how teachers can change their behaviors to support student learning. These sessions are based on the premise that in order to change behavior, teachers and students have to have conversations about what it means to be different in a diverse society. Dr. Martin is developing a curriculum to support these conversations in schools to provide both students and faculty with a framework for their discourse. Disclosure: Dr. Martin is employed by the University of Washington, she consults with school districts through her private practice, and she serves on the board of trustees at the Academy for Precision Learning. There are no additional financial or non-financial relationships to disclose.
Instructor for Course #8 -ELL: Separating Differences & Disability
Catherine Collier, PhD has over 45 years experience in equity, cross-cultural, bilingual, and special education. Dr. Collier is a nationally recognized expert on diverse learners with learning and behavior needs. She established and directed the Chinle Valley School, Dine Bitsiis Baa Aha Yaa, bilingual services for Navajo students with severe and multiple disabilities for the Navajo Nation. She was the director of a teacher-training program, Ikayurikiit Unatet for the University of Alaska for seven years, preparing Yup’ik Eskimo paraprofessionals for certification as bilingual preschool, elementary, and special educators. She was an itinerant evaluator & service coordinator for Child Find in remote villages in Alaska. She developed training materials on developmental disabilities among indigenous populations for Head Start. She started the first bilingual special education programs for the Navajo Nation and the White Mountain Apache. For eight years, Dr. Collier worked with the BUENO Center for Multicultural Education, Research, and Evaluation at the University of Colorado, Boulder, where she created and directed the Bilingual Special Education Curriculum/Training project (BISECT), a nationally recognized effort. She was the director of the national professional development project Curriculum Integration for Responsive, Crosscultural, Language Education (CIRCLE) at Western Washington University. She is active in social justice activities for culturally and linguistically diverse learners and families. She works extensively with school districts on professional and program development for at-risk diverse learners. Dr. Collier provides technical assistance to university, local, and state departments of education regarding programs serving at-risk cognitively, culturally and linguistically diverse learners. She works with national organizations to provide professional development in the intersection of crosscultural, multilingual, diverse special needs issues in education. Disclosure: Dr. Collier is employed by Crosscultural Developmental Education Services, an educational consulting company, and Portland State University. Dr. Collier receives royalties for her published educational materials from Corwin Publishers. There are no non-financial relationships to disclose.
Instructor for Course #9 -Students Struggling with Math
John Woodward, PhD, is Dean of the School of Education at the University of Puget Sound
John Woodward, PhD, is Dean of the School of Education at the University of Puget Sound. He has co-authored four technology-based programs for students with learning disabilities and a series of math programs for struggling middle school students, including TransMath®, a skills-based intervention program. He was principal investigator on 12 federal grants and has published more than 70 articles in professional journals. Dr. Woodward is a member of the national Institute of Education Sciences panel and consults for the State of Washington Office of Superintendent of Public Instruction. He is currently working on numerous projects funded by the U.S. Department of Education, Office of Special Education Programs. These examine mathematics education, technology-based instruction, and professional development. Disclosure: Dr. Woodward is employed by the University of Puget Sound. Additionally, he provides professional consulting services to school districts and organizations. He receives royalties for his curriculum programs from Voyager/Cambium Learning. He is a panel member of the NIES and consults with OSPI and the USDE.
Instructor for Course #11 - Behavioral Disorders
Gregory J. Benner, PhD, Professor and Executive Director of the Center for Strong Schools at the University of Washington - Tacoma
Gregory J. Benner, PhD is a Professor and Executive Director of the Center for Strong Schools at the University of Washington - Tacoma. Dr. Benner specializes in preventive approaches for meeting the academic and social/emotional needs of students, particularly those with emotional and behavioral disorders (EBD). Dr. Benner has expertise in building the capacity of educators, mental health professionals, and parents to better understand and meet the needs of youth who are least understood and struggling most. He has consulted in hundreds of schools and facilities to build sustainable multi-tiered systems of support. He has a knack for collective impact—getting whole communities including families, child welfare, mental health, social and health services, and schools on the same page to meet needs of the whole child. In 2002, he was awarded the Wesley Becker Award for Outstanding Research. His book entitled, “Instructional Practices for Students with Behavioral Disorders: Strategies for Reading, Writing, and Math” is part of the What Works for Special Needs Learners Series published by Guilford Press. He recently served as Principal Investigator on an Institute of Education Sciences-funded Goal 3 Efficacy Study. Dr. Benner currently serves as Associate Editor for Behavioral Disorders and Remedial and Special Education and on the editorial review board for the Journal of Emotional and Behavioral Disorders and the Journal of Behavioral Education. Dr. Benner has over 200 presentations and publications that reflect his ability to disseminate research findings and best practices to the field. Disclosure: Dr. Benner is employed by the University of Washington and he receives royalties for his books/book chapter from Gilford Press and Cambridge University Press. There are no additional financial or non-financial relationships to disclose.
Instructor for Course #13 - Reading and Writing
Bonnie Robb, MEd, Portland Public Schools, Portland, OR
Bonnie Robb, MEd began her teaching career in 1995 after graduating from the University of Portland. During the past 18 years, she has been a first and second grade teacher, a reading specialist, and a district-wide elementary math teacher leader and trainer. Ms. Robb also completed her Master’s degree and added a Reading endorsement and ESOL endorsement to her classroom certification. She has primarily worked with children in poverty, children of color, and English Language Learners (ELL). After seeing a growing achievement gap between children diagnosed with special learning needs and general education students in the classroom, Ms. Robb began collaborating with Dr. Ellyn Arwood to more effectively reach all learners by understanding Neuro-Semantic Language Learning Theory (NLLT) and implementing Viconic Language Methods™ (VLM). These inclusive strategies were very effective in helping Ms. Robb guide all students to academic success. Educators from throughout the country visit her classroom to observe these innovative and inclusive strategies. This collaboration produced a teaching manual titled Make It Visual in the Classroom, and an article published in ESL Magazine as well as numerous trainings and presentations. In 2008, Ms. Robb’s classroom success garnered the notice of the Oregon Department of Education and the Milken Family Foundation who named her Oregon Teacher of the Year. She was honored again as one of only 25 educators nationwide in 2011 to be awarded the Kappa Delta Pi Teacher of Honor award. Currently, Ms. Robb is a teacher in Portland Public Schools and a doctoral student with an emphasis on neuro-education at the University of Portland. Disclosure: Bonnie is employed by the Portland Public School District and contracts with Apricot, Inc., a professional consulting company. She receives royalties from Apricot, Inc., publisher of her teaching manual. There are no non-financial relationships to disclose.
Co-Instructor for Course #14 -Stuttering
Ludo Max, PhD, CCC-SLP is an Associate Professor in Speech and Hearing Sciences and an Adjunct Associate Professor in Bioengineering at the University of Washington
Ludo Max, PhD, CCC-SLP is an Associate Professor in Speech and Hearing Sciences and an Adjunct Associate Professor in Bioengineering at the University of Washington. He serves as the Director of the Laboratory for Speech Physiology and Motor Control. He is also a Research Affiliate at Haskins Laboratories in New Haven, CT.
Dr. Max’s research, funded in part by the National Institutes of Health, focuses on sensorimotor control and organization of typical speech production, and neuromotor and neurophysiological mechanisms underlying stuttering. Experimental questions are addressed through the combined use of a variety of available analysis procedures and techniques such as kinematic and electromyographic analyses of orofacial and limb movements, mechanical perturbations of such movements, electroencephalographic recordings of cortical brain activity, and acoustic analyses of the speech output.
Dr. Max has published more than 40 papers/book chapters and delivered more than 100 oral presentations/posters at national and international scientific meetings. Disclosure:Dr. Max is employed by the University of Washington, Haskins Laboratories, and he receives speaker fees for his professional presentations. He is the Associate Editor of the Journal of Fluency Disorders, is an editorial consultant for numerous professional journals, and has received grant funding from multiple agencies for his research related to stuttering. He receives royalties for book chapters from the following publishers: Springer, Oxford University Press, Vantilt, Thieme and Elsevier Science.
Co-Instructor for Course #14 - Stuttering
Marty Nevdahl, MS, CCC-SLP, Department of Speech and Hearing Sciences at the University of Washington
Marty Nevdahl, MS, CCC-SLP, joined the faculty in the Department of Speech and Hearing Sciences at the University of Washington in 2005, having been a guest lecturer in the department since 1995. Marty’s clinical focus is in the areas of fluency and voice disorders in children and adults. He co-teaches graduate courses in these areas, and provides supervision for students in fluency and voice practica. Areas of special interest include early intervention with children who stutter using evidence-based therapies, and the integration of prolonged speech with cognitive behavioral therapy methods in the treatment of stuttering in adults and adolescents. Marty has lectured extensively on stuttering treatment at state and national professional meetings, and he has been a member of the Lidcombe Program Trainers Consortium since 2010. He also served as president of the Washington Speech-Language-Hearing Association (WSLHA) in 2012 and as Co-Chair of the WSLHA Convention in 2013. Disclosure: Dr. Nevdahl is employed by the University of Washington and he receives speaker fees for professional presentations; non-financial relationships also includes membership of the Lidcombe Program Trainers Consortium; Australian Stuttering Research Centre; WSLHA Convention Co-Chair, and founding member of The Voice Foundation-WA Chapter.
Instructor for Course #16 -Learning with APPtitude
Speech-Language Pathologist -Upper Canada District School Board and President of Inclusioneers
Alexandra Dunn, MS, is a Speech-Language Pathologist at the Upper Canada District School Board and president of Inclusioneers. Alex has presented across the USA, Canada, Germany, England, Spain and Puerto Rico, exploring technology (SMART Technology, iDevices, Assistive Technology) and theory as part of Universal Design for Learning Toolkit to ensure ALL students, achieve the goal of meaningful educational and social participation. Alex was named SMART Technologies Exemplary Educator of the Year for Canada for 2012, and was awarded the prestigious C21 Shifting Minds National Award for distinctive achievement in the field of 21st Century learning and innovation in March 2013 by former Prime Minister Paul Martin. In 2013, Alex was named the Canadian Association for Community Living Inclusive Educator of the Year, in recognition of her work in advancing the mandate of inclusive education across Canada. Alex is also proud to represent her students as an appointed Officer for Special Education Technology Special Interest Group for the International Society for Technology in Education (ISTE). Disclosure: Alexandra is employed by the Upper Canada District School Board and Inclusioneers, a professional consulting firm. She receives speaker fees for her professional presentations. She is an appointed officer for SETSIG.
Instructor for Course #17 -Attention, Processing and Memory
Cindy Lehman, MEd, is the Director of Lehman Learning Solutions
Cindy Lehman, MEd, is the Director of Lehman Learning Solutions, a learning clinic in Seattle that specializes in treating learning and attention challenges. Her approach is unique in that intervention is based on addressing the “underlying causes” of academic challenges including memory, attention, processing, and executive function. Her clinic serves students aged 5 – adult including those who are gifted, on the spectrum, dyslexic, AD(H)D, or struggle with any form of learning challenge. She also serves as a consultant to both parents and teachers, and frequently provides presentations to schools. Her passion is making life-altering changes in her students. Having worked for many years as both a self-contained special education and resource room teacher, Cindy understands that there is a great need for improving teaching methodology in order to help struggling students. In 1998, frustrated with not seeing more of her resource room students “exit” from their IEPs, Cindy was determined to increase her own understanding of the brain and how struggling learners could make greater gains. Cindy’s work with students has been transformational by applying current brain research on neuroplasticity and approaching learning challenges from a “continuum based approach”. Running a learning clinic has kept her in the “trenches” where students, and their parents, are faced with the painful emotions associated with academic struggles. Their ever present need for meaningful solutions has maintained Cindy’s momentum to both learn and transfer the best of research into brain-based learning. As a result, Cindy is well equipped to help teachers understand how learning occurs and how best to help promote learning for those who struggle in the classroom. Disclosure: Cindy is the owner and director of the Learning Clinic at Lehman Learning Solutions. There are no additional financial or non-financial relationships.
Instructor for Course #17 - Central Auditory Processing Disorder & ADHD
Gail D. Chermak, PhD, CCC-A, Department Chair, Washington State University
Gail D. Chermak, PhD is an internationally recognized authority on central auditory processing disorder (CAPD). She has published extensively and lectured around the world on differential diagnosis and treatment of CAPD. Her two-volume Handbook of (Central) Auditory Processing Disorder, edited with Frank Musiek and published in 2007, is considered the definitive text on CAPD. Dr. Chermak is professor of audiology and chair of the Department of Speech and Hearing Sciences at Washington State University. She is the recipient of numerous honors and awards, including the American Academy of Audiology’s (AAA) Distinguished Achievement Award and the “Book of the Year Award” for Handbook of Central Processing Disorder Vol. I and II (with Frank Musiek co-editor). She is a Fellow of the American Speech-Language-Hearing Association (ASHA) and she is included in several major American and international biographical listings. She has chaired and served on a number of national professional committees and task forces, including the 2010 AAA task force, which published evidence-based clinical practice guidelines for CAPD. She has authored over 100 articles and book chapters, and authored or edited 4 books. She is an assistant editor for the Journal of the American Academy of Audiology and she serves as editorial consultant for several other professional and scientific journals. Chermak’s and Musiek’s second edition of the Handbook of Central Auditory Processing Disorder and their web-based exercises for auditory training (co-developed with Jeffrey Weihing) will be released later this year. Disclosure: Dr. Chermak is employed by Washington State University. She receives royalties for her book publications from Plural Publishing and Singular Publishing Group. She is a consultant for ASHA’s upcoming 2013 online conference: The Science and Clinical Practice of CAPD. There are no additional financial or non-financial relationships
Instructor for Course #19 - Challenging All Students Including Gifted Students
Nancy B. Hertzog, PhD, Professor -Educational Psychology, University of Washington; Director, Halbert and Nancy Robinson Center for Young Scholars
Nancy B. Hertzog, PhD is Professor in the area of Educational Psychology at the University of Washington, and the Director of the Halbert and Nancy Robinson Center for Young Scholars. She has an extensive background in gifted education and expertise on curriculum development. From 1995-2010 she held a faculty position in the Department of Special Education and directed University Primary School, an inclusive early childhood setting that serves children from preschool through first grade at the University of Illinois at Urbana-Champaign. Her primary area of interest relates to ways that teachers engage and challenge all students. Currently, Dr. Hertzog’s research focuses on how teachers differentiate their instruction to address the diverse needs of their students. She is the author of two books, and has published in the Journal of Curriculum Studies, Gifted Child Quarterly, Journal for the Education of the Gifted, Roeper Review, TeachingExceptional Children, Early Childhood Research and Practice, and Young Exceptional Children. Disclosure: Dr. Hertzog is employed by the University of Washington. She receives royalties for her books from Prufrock Press. There are no non-financial relationships to disclose.
Instructor for Course #20 - Social, Emotional & Behavioral Problems
Clayton Cook, PhD, University of Washington Psychology Program
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 has provided consultation to OSPI administrators on the implementation of RTI models and school-wide positive behavior supports and on school based mental health, and effective practices for students with emotional/behavioral disorders. 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 Administratorsand School Psychologists, and the Handbook of Behavioral Interventions in Schools. Disclosure: 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.
Co-Instructors for Course #21 - School-to-Work Program for Transition Students
Richard Wilson, School-to-Work Program Manager, King County’s Developmental Disabilities Divisi
Richard Wilson, is the School-to-Work Program Manager for King County’s Developmental Disabilities Division. He brings over 25 years of experience in the disabilities field having held state-level and not-for-profit positions in the areas of early intervention, advocacy, residential, family, and employment services for people with a wide range of developmental, physical, brain trauma, and other disabilities. Richard obtained a Bachelor’s Degree in Psychology at the University of Utah and holds a Master’s Degree in Public Administration from Seattle University. Richard is a strong proponent for access to quality employment services for people with disabilities—with a focus on the adult transition years—and often sees that the real outcome isn’t employment itself, but the inclusion, participation, personal growth, and contribution individuals gain as part of realizing a successful and sustainable job match within the community. Richard is particularly interested in ways to build more cohesive and successful cross-system collaboration to assist people with disabilities, better their quality of life and enrich our communities as a result. Disclosure: Mr. Wilson is employed by King County’s Developmental Disabilities Division. There are no additional financial or non-financial affiliations.
Jennifer Given-Helms, MEd, Shoreline Community Based Transition Program
Jennifer Given-Helms, MEd has been teaching high school and transition students with developmental disabilities for the past 11 years. With the belief that transition students would benefit from experiencing life on a college campus, Jennifer developed the Shoreline Community Based Transition Program (SCBTP) where she currently teaches. The innovative program institutes a core of community and vocational aspects while allowing transition students to move out of high school and to engage with peers on a college campus. The SCBTP has been a School-to-Work Partner for the last 8 years. One of the first programs to embed an employment specialist into school program, they have had great success in assisting students in finding paid work after school. Last year, SCBTP hosted a visit from the National Commissioner of Developmental Disabilities as a Model Program of Best Practices. Jennifer has presented at a variety of conferences, including TASH, APSE and the King County Transition Fair. She is passionate about empowering students to be their own self-advocates, to identify and develop their strengths, and to envision a meaningful life after school. Disclosure: Jennifer is employed by the Shoreline School District. There are no additional financial or non-financial affiliations to disclose.
Karen Shu Minutoli, PhD, Community Lab Program Supervisor, Auburn School District
Karen Shu Minutoli, EdD has a doctorate and two masters’ degrees in special education with a specialization in autism and special education administration. For 35 years, Dr. Shu has worked in the field of special education as a regular and special education teacher, college instructor, international consultant, program evaluator, staff and family trainer, and administrator. Dr. Shu has presented at conferences throughout Latin America and the USA and she has published articles on developmental disabilities. Karen is currently employed as a transition specialist at Auburn School District in Washington State working with students 14-21 years old in resource, developmentally disabled, and transition programs. She supervises the district-wide Community Lab Program which provides community work opportunities at 40 different worksites utilizing natural supports and job coaches. Her mission is to improve the quality of programming services district-wide by ‘equipping’ students, staff, and families with the skills they need to transition smoothly into postsecondary life. Disclosure: Dr. Minutoli is employed by the Auburn School District. There are no additional financial or non-financial affiliations to disclose.
Richard Haines, MEd, Lake Washington School District's Transition Academy in Redmond, Washington
Richard Haines, MEd,a resident of Seattle, has been teaching for more than thirty years and is currently a special education teacher in the Lake Washington School District's Transition Academy in Redmond, Washington. The Academy is a model transition program and utilizes functional assessments, work-based learning, community employment and other community based learning for students with developmental disabilities ages 18-21. Richard received his B.A. from the University of Puget Sound and his M.Ed. from the University of Washington with an emphasis in educating students with significant disabilities. He has supervised numerous interns, practicum students, and student teachers from colleges in the Puget Sound area. Richard is an active leader and advocate for transition and community based employment services for students and adults with significant disabilities. He has presented to local, state, and national audiences on issues related to transition, school and community partnerships, and supported employment. Richard has worked extensively and collaboratively with the King County DDD including the development of the School to Work Program. He has also worked closely with DDA, DVR, and supported employment vendors in the county and served on the board of Eastside Employment Services for over twenty five years. Disclosure: Richard Haines is employed by the Lake Washington School District. There are no additional financial or non-financial affiliations to disclose.