Friday, March 4, 2022
Registration opens on for SASED & its member districts on December 2, 2021
Participants outside of SASED may begin to register on January 1, 2022
Registration opens December 2, 2021 at 8:00 AM
Registration ends February 25th at 4:00 PM
This year's Spring Institute will be held virtually via a Zoom link which will be provided to participants prior to the event.
Spring Institute Attendees will choose two different sessions and speakers (one speaker for session A and a different speaker for session B).
We are going paperless again this year - handouts will be available online or through a link prior to the event to download or print.
Friday, March 4, 2022
Session A: 8:00 AM - 10:30 AM
******1/2 Hour Break******
Session B: 11:00 AM - 1:30 PM
All I Need to Know About Being an Effective Teacher I Learned in Kindergarten
Michael J. Kennedy
Remember Robert Fulghum's popular book 'All I Really Needed to Know I Learned in Kindergarten' and its deceptively simple message about how to live a happy and successful life by living by a few fundamental pieces of advice learned during kindergarten? This session uses Fulghum's fundamental lessons (play fair, clean up your own mess, say you're sorry when you hurt somebody, and of course, warm cookies and cold milk are good for you) and structure to reimagine what we, as educators, learned early on in life and how to apply them to the instruction of students with disabilities.
Dr. Michael Kennedy is an Associate Professor of Special Education at the University of Virginia. A former special education teacher, Kennedy now focuses on issues related to teacher quality and implementation of evidence-based and high-leverage practices. He has published over 50 articles, and managed approximately 12 million dollars in federal grant funds.
Burning Up Instead of Burning Out: Improving School Leader and Teacher Performance while Improving Physical, Intellectual and Emotional Health
This workshop was designed to inspire educators and empower them to activate healthy coping methods to combat stress so they can perform at a high level. In a recent study, District Leaders, Principals and Teachers reported higher levels of anxiety and burnout than the general population and were at higher risk of depression. The sheer quantity of work, worrying about the social and emotional health of students and a lack of time to focus on planning, teaching, and learning were the major causes of stress that can lead to burnout.
Dr. Don Parker is a highly sought-after speaker and professional development provider. He is the principal of Posen Intermediate School in Posen-Robbins School District 143.5 in Posen, Illinois. Previously, he was the principal of Lincoln Avenue School, a K–8 school in Dolton, Illinois, where he improved the culture, implemented a resilience program, managed the implementation of restorative justice, and increased attendance and student achievement.
Intensive Supports in Special Education : Using Data Based Individualization
Amanda Passmore and Courtney Barcus
What do we do when a student is not making progress academically or behaviorally?
One research-based approach is data-based individualization. Data-based individualization (DBI) is the systematic use of assessment data to monitor student progress and provide targeted intensified interventions. DBI allows educators to determine if an intervention is improving student outcomes through concrete data collection and make adjustments if needed (CEC, 2021). The following session will provide participants an overview of the DBI process and steps to ensuring successful outcomes for students in need of intensive and targeted support. Presenters will provide resources, case studies, and reflection opportunities that will allow participants to envision DBI within their own school community.
Amanda Passmore Ph.D., is an Assistant Professor of Early Childhood special education at Purdue University Northwest. Dr. Passmore teaches classes in special education and advocates for practices that promote the inclusion of young children with disabilities across all educational settings. Her research interests include supporting young children, teachers, and families through play-based social-emotional and behavioral supports within early childhood education.
Courtney Barcus, EdS is a Clinical Assistant Professor at Loyola University Chicago. She is a former instructional coach and special educator with experience teaching and modeling effective instructional practices. Her academic interests include mathematics education, special education teacher leadership, universal design for learning, and effective teacher preparation programming. She is currently a doctoral candidate at the University of Illinois at Chicago.
Leading Major Change in Education: 'What the Beatles Can Teach Us'
Whether you are a teacher, related service, paraprofessional, or administrator, you are a change leader. What can the study of the world's greatest band teach us about leadership and excellence in education? The goal of the day is to answer that question with specific knowledge, strategies and skills to incorporate in your professional practice. Using the music and careers of The Beatles as an analogy, this course examines five “leadership lessons” that are critical to success during these challenging times in education. Each leadership lesson gleaned from The Beatles analogy is then connected to current research and best practices in the field. The leadership theories of Michael Fullen, Jim Collins and Rick DuFour are all presented in detail. The course is an exciting blend of music, videos, powerful analogies and cutting-edge leadership theory.
Dr. Joseph Porto is a retired school superintendent, college professor, and educational consultant. His educational career spanned 33 years and included work as a teacher, principal and superintendent of schools. He has worked in the Educational Leadership department at both Northern Illinois University and Loyola University. In his consulting businesses, he specializes in strategic planning and superintendent searches.
Leveling Up your Teacher Talk: Supporting Learners with Emotional and Behavioral Disorders
Sara Heintzelman and Kelly Spradlin
The word choices teachers make can have a powerful impact on student behavior. This session will begin with an overview of how teachers can shape behavior through the intentional use of language. You will have the opportunity to view video footage of classrooms where teachers model the use of effective language to support students with emotional and behavioral disorders. Throughout this interactive session, presenters will guide you to create your own resource based on a given template.
Sara Heintzelman is the technology integration specialist and staff development co-coordinator at Centennial School of Lehigh University. She is also an adjunct professor at Lehigh University.
Kelly Spradlin is the elementary supervisor and staff development co-coordinator at Centennial School; she also serves as an adjunct professor at Lehigh University.
Narrative Dynamic Assessment in School Based Practice: Can we make it work?
*Only Available Session A
With more languages than ever being spoken by children in our schools, there is a great need to develop assessment batteries appropriate for children who speak a wide variety of languages. The use of dynamic assessment is a promising approach that school-based speech-language pathologists should consider incorporating into their assessment batteries. In this session, attendees will learn about different types of dynamic assessments. Attendees will learn how to administer and score a narrative dynamic assessment.
Lizbeth Finestack is an associate professor in the department of Speech Language hearing Sciences at the University of Minnesota - Twin Cities. She leads the Child Language Intervention Lab which aims to identify efficient and effective assessment and intervention approaches for children with language impairment, including children who are bilingual with developmental language disorder.
Transform Transitions: Melt Down to Calm-Down
Changes in routines, activities, materials, or environments can trigger transition related tantrums in students Autism Spectrum Disorder and other disabilities.
Experiencing anxiety and stress, they may engage in aggressive of oppositional behaviors. This workshop, drawing from evidence-based best practices, will demonstrate pursuing student-focused approaches to prevent transition-related meltdowns and smooth transitions.
Padmaja Sarathy, an educational consultant, inspires educators to pursue innovative instructional techniques through workshops at international, regional, and school district conferences besides onsite coaching. She has written multiple books focusing on autism, significant and multiple disabilities, paraeducators, early childhood education, and legal compliance.
Available through your registration process - select the credit appropriate for your credential:
Professional Development Hours = 5 hours
Continuing Education Units (CEUs) = 5 hours
Certificate of Attendance = 5 hours
The 2022 Spring Institute will be held virtually this year.