TUESDAY
July 23, 2013
GENERAL
G1
Transition Assessment: Meaningful, Relevant, and Disability Appropriate
Presenters:
The CCTS Team
Time:
8:30-12:45 p.m. (3 sessions)
Focus Population:
All
Workshop Level:
Basic
Assessment is the first step in planning the transition section of the IEP. This class will provide hands-on
experience with multiple career and interest assessments for students with autism, hearing loss,
deafness, and multiple disabilities.
Participants will
 Learn how to choose the appropriate assessments.
 Gain hands-on experience with multiple career and interest assessments.
 Learn how to incorporate these assessments into their classroom schedules.
G2
Entrepreneurship: A Viable Postsecondary Goal
Presenters:
The CCTS Team
Time:
1:45-4:30 p.m. (2 sessions)
Focus Population:
All
Workshop Level:
Basic
Entrepreneurship is an employment strategy that can lead to self-sufficiency and engagement for youth
with disabilities. This class will provide real-life examples of how to support entrepreneurship within the
classroom setting. Come see what students in Washington and around the country are doing!
Participants will
 Learn about various entrepreneurship opportunities for students.
 Learn how to incorporate and support entrepreneurships within the classroom setting.
 Hear from student entrepreneurs and their parents.
ASSISTIVE TECHNOLOGY / ASSISTIVE TECHNOLOGY LAB
AT5
iPad – Hands on with Apps for Augmentative Communication
Presenter:
Karen Foreman, MA-CCC-SLP/ AAC Specialist
Time:
8:30-9:45 a.m. (1 session)
Focus Population:
All
Workshop Level:
Basic/Intermediate/Advanced
The iPad and the iPod Touch are low cost alternatives for dynamic screen communication devices. This
class will introduce several augmentative communication (AAC) apps for students with a wide range of
communication abilities, and provide information on the populations for which they would be most
appropriate. Participants will have an opportunity to individually explore a variety of AAC apps and
determine which would be appropriate for the communication needs of their students. Limit of 20
participants.
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Participants will
 Be familiar with a variety of AAC apps for the iPad and iPod touch to use with their students.
 Identify critical features for determining app choice.
 Be able to pair AAC apps with the needs of their students.
AT6
Introduction to Classroom Suite (LAB)
Presenter:
Kristin Leslie, OTR/L, AT Specialist
Time:
8:30-12:45 p.m. (3 sessions)
Focus Population:
All
Workshop Level:
Basic
“Classroom Suite 4 is a unique intervention tool that combines direct instruction with a flexible tool
environment to help students achieve mastery in reading, writing, and math." Not only is this a great
academic support tool, but it also gathers data for the teacher as students complete activities.
Developmentally, this program supports Pre K through 5th grade; however, this tool has application for
older students in Life Skills programs. This workshop will provide participants with a hands-on walk
through of the basic features of Classroom Suite. Participants will also learn how to use templates to
create early learning, reading, writing, and math activities. (This program can be accessed via a mouse,
standard keyboard, touch screen, alternative keyboard, joystick, or via switches. It is accessible to all
students!)
Participants will
 Learn to navigate through the Classroom Suite program in order to use this assistive technology
to improve instruction and enhance learning within the classroom.
 Learn to access the templates and create activities from the templates in order to align activities
as effective intervention or instructional strategies to implement the IFSP/IEP.
 Learn how to set up users and assign activities to students so they can be used as a strategy to
improve: language; cognitive development; academic and/or literacy skills; social interactions;
self-determination within the context of the general education curriculum.
AT7
iPad – Hands on with Apps for Students on the Autism Spectrum
Presenter:
Karen Foreman, MA-CCC-SLP/ AAC Specialist
Time:
10:00-11:15 a.m. (1 session)
Focus Population:
All
Workshop Level:
Basic/Intermediate/Advanced
The iPad and the iPod Touch have opened many doors for students on the autism spectrum. This class
will introduce a variety of social and self-regulation apps and how they could be used in the classroom
with students with ASD. Apps for social stories, schedules, activity sequences, emotions, choice boards
and visual modeling will be covered. Participants will have an opportunity to explore the apps and
determine which would be most useful to use with their students. Limit of 20 participants.
Participants will
 Become familiar with a variety of iPad and iPod apps for to use with students with ASD.
 Be able to determine which of the apps would be appropriate to use with their students.
 Be able to identify how the apps could be implemented with one of their students.
AT8
iPad – Hands on with Apps for Speech and Language Therapy
Presenter:
Karen Foreman, MA-CCC-SLP/ AAC Specialist
Time:
11:30-12:45 p.m. (1 session)
Focus Population:
All
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Workshop Level:
Basic/Intermediate/Advanced
There are a wide variety of iPad and iPod Touch apps for speech and language therapists to use with
their students to improve articulation and language. This class will introduce several articulation and
language apps to meet specific communication intervention needs. Participants will have the opportunity
to explore the apps and determine which would best meet the needs of their students. Limit of 20
participants.
Participants will
 Be familiar with a variety of iPad and iPod apps for Articulation and Language therapy.
 Be able to compare app features and determine which apps meet their students' needs.
 Have an opportunity to practice using articulation and language apps with a class member.
AT9
“I Know!” - Using N2Y Symbol-Supported Newspapers
Presenter:
Barbara Lark, SLP/ AT Practitioner
Time:
1:45-3:00 p.m. (1 session)
Focus Population:
Autism, Multiple Disabilities
Workshop Level:
Basic
When someone asks you, “did you hear the news?” don’t you love to answer, “I know!”? The News-2You newspaper is specifically designed to meet the needs of our most challenged learners, so they too
can say, “I know!” N2Y provides symbol-supported text using the popular Symbolstix symbols. The
newspaper is available in four differentiated levels to meet the varying literacy needs of our students.
This session will cover basics about the newspaper and the many supports for teachers, including the
Group Interaction activity to create a classroom newspaper. We will discuss research related to using
newspapers in student learning, along with research regarding the use of symbol-supported text. We will
review the many worksheets, activities and lesson plans that extend learning in other curriculum areas
and we will see how these lessons correlate with common core standards.
Participants will
 Learn how to provide current events lessons with online tools from the News-2-You website,
using assistive technology to improve instruction and enhance learning within the classroom.
 Learn how to identify supplemental worksheets to expand the content to instructional areas,
providing effective intervention or instructional strategies to implement the IFSP/IEP.
 Learn to use the Group Interaction template to create a newsletter, identifying how these
strategies improve: communication and/or language; cognitive development; academic and/or
literacy skills; social interactions; self-determination within the context of the general education
curriculum.
AT10 Switch Accessible Software, Hands-on (LAB)
Presenters:
Kristin Leslie/Karen Foreman
Time:
1:45-4:30 p.m. (2 sessions)
Focus Population:
All
Workshop Level:
Basic
When we begin switch exploration with students, do we approach it with a clear plan and a goal in mind?
A significant factor in determining the rate of progress made by a student with a physically impairment
rests on both the consistency and knowledge of the adults working with the student. This class is
designed to equip teachers, assistants and therapists with practical experience of connecting a switch to
a computer to explore switch accessible software. We will walk through a systematic approach for
learning switch use. A large portion of this class will be dedicated to hands-on exploration of switch
accessible programs, as well as learning how to set-up switch preferences to address specific student
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needs. Programs to be explored include SENSwitcher, and software by Judy Lynn, Marblesoft-Simtech,
and Inclusive Technology.
Participants will
 Gain knowledge of a wide range of switch accessible apps . This objective will assist teachers
and therapists in using assistive technology to improve instruction and enhance learning within
the classroom.
 Gain knowledge of accessories to support the switch user in accessing the iPad resulting in
effective intervention or instructional strategies to implement the use.
 Be provided with a list of web resources to further explore switch access to the iPad. This
information will assist with ongoing assessment strategies for program development for children
and students with significant physical disabilities.
AT11 ULS – Curriculum for Students with Significant Learning Needs
Presenter:
Barbara Lark, SLP/ AT Practitioner
Time:
3:15-4:30 p.m. (1 session)
Focus Population:
All
Workshop Level:
Basic
Do you need a standards-based curriculum that addresses the diverse learning needs of your student
with the most significant learning challenges? Spend an hour exploring what the Unique Learning
Systems (ULS) has to offer. We will explore monthly units that provide lessons in reading, word study,
writing, literature extensions, math, social studies and science. Themes are selected to reflect content in
general education classrooms, but are made more relevant through functional learning experiences.
Lessons are provided in systematic predictable formats and are tied to common core standards. Grade
bands reflect the content appropriate for learning at specific age levels, and are leveled to match diverse
learners’ needs. Participants will preview lessons in core competency areas from a variety of grade
strands. We will look at lessons that are downloaded for use, as well as viewing online features of
Talking Books and student assessment tracking. We will discuss how different team members can
provide coordinated lessons to balance and enhance the theme-based learning.
Participants will
 Learn how to utilize online content and access assessment supports, using assistive technology
to improve instruction and enhance learning within the classroom.
 Learn how to identify lesson formats and supplements in order to provide effective intervention or
instructional strategies to implement the IFSP/IEP
 Learn how to identify strategies to differentiate instruction in order to improve: communication
and/or language; cognitive development; academic and/or literacy skills; social interactions; selfdetermination within the context of the general education curriculum.
 Teams will learn to identify how the curriculum can be utilized by different service providers in
order to coordinate learning opportunities and provide effective teaming strategies
AUTISM
A3
Setting the Stage for Success: Strategies to Help Students Succeed
Presenters:
Glenna Clouse/Gretchen Mertes
Time:
8:30-4:30 p.m. (5 sessions)
Focus Population:
Autism
Workshop Level:
Basic/Intermediate
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This day will cover important elements for school success when targeting students with Autism Spectrum
Disorder (ASD). ASD is a disorder in social communication. Students with an ASD present some unique
learning styles and needs. Participants will learn many strategies for developing the classroom
environment, variety of individual and classroom schedules that are useful, important visual supports,
and important ways to present and modify academic work to enhance learning. Strategies for a variety of
classroom settings (self-contained, resource, and general ed) will be covered, all with the needs of the
students with an ASD in mind.
Participants will
 Be able to describe the variety of levels of environmental structure needed for their students to
succeed.
 Be able to describe how they would provide visual supports, including individual and class
schedules appropriate to the needs of their students.
 Be able to describe how they would modify academic and non-academic tasks to make it
meaningful and relevant to their students.
BLIND/VISUALLY IMPAIRED
B2
Fun with Braille Formats with the Ogden Resource Center
Presenters:
Colleen Lines and staff
Time:
8:30-3:00 p.m. (4 sessions)
Focus Population:
Blind/VI
Workshop Level:
Basic/Intermediate
This four session workshop will present an overview of the new guidelines for Braille textbooks outlined
in Braille Formats: Principles of Print to Braille Transcription 2011 and the Guidelines and Standards for
Tactile Graphics, 2010. It is important for any teacher or paraprofessional working with Braille materials
to have an understanding of these guidelines as all textbooks and standardized tests produced after
2012 will be produced according to them.
The workshop will introduce the Braille formats guidelines, explain where to find them on the web, and
give an overview of most of the important new symbols found in textbooks produced according to them,
including color and font attribute indicators, new box line indicators, the new bullet symbol, and more. We
will outline some of the rich array of new formatting options in new textbooks, including front matter,
nested lists, heading structures, placement and formatting of footnotes and reference notes, and cross
references and columns and tables.
Two of the sessions will focus on the Guidelines for Standards for Tactile Graphics, 2010, with hands-on
experience with various production methods. All sessions will qualify for Braille Literary Usage.
Participants will
 Increase their understanding and/or use of the Braille Formats: Principles of print to Braille
Transcription 2011 and the Guidelines and Standards for Tactile Graphics, 2010 to implement
instructional strategies for students that are braille readers.
 Learn how to prepare braille according to using new formats and tactile graphic for students that
are braille readers gain access to the general education curriculum.
 Improve their understanding of braille formats to gain insight into instructional strategies for
students that are braille readers.
B3
Meet and Greet the New Statewide TVI Coordinator
Presenters:
Craig Meador and Brent Stark
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Time:
Focus Population:
Workshop Level:
3:15-4:30 p.m. (1 session)
All
Basic
Please stop by and meet Craig Meador, the new coordinator for TVI’s in the state of Washington.
Refreshments will be available.
PRESCHOOL/DEAF
PD1
Components of a Good Preschool for Children with Hearing Loss
Presenter:
Kris Ching/Kerianne Christie
Time:
8:30-9:45 a.m. (1 session)
Focus Population:
Deaf/HH
Workshop Level:
Basic
Review the National Association for the Education of Young Children (NAEYC) evidence-based practices
for preschool settings. Through hands-on simulations and discussion, learn about appropriate
adaptations and additions to the environment, curriculum, and staff skills to make the preschool
accessible to children with hearing loss.
Participants will
 Increase understanding and use of effective instructional strategies for preschoolers with hearing
loss.
 Increase understanding in creating age appropriate learning environments.
 Increase understanding and/or use of planning for effective transition to Part B programs.
PD2
Optimizing the Listening Environment for D/HH Preschoolers
Presenters:
Maura Berndsen/Kris Ching
Time:
10:00-11:15 a.m. (1 session)
Focus Population:
Deaf/HH
Workshop Level:
Basic
Discover strategies and technologies for ensuring that your preschool is auditorily accessible to a child
with hearing loss, for children using different communication modes.
Participants will
 Increase understanding of how hearing loss impacts learning and social/emotional development.
 Increase understanding and/or use of effective intervention/instructional strategies for hearing
loss students.
 Increase understanding and/or use of assistive technology to enhance learning.
PD3
Setting up the Environment for the Visual Learner
Presenters:
Pam Whitney/April McArthur
Time:
11:30-12:45 p.m. (1 session)
Focus Population:
Deaf/HH
Workshop Level:
Basic
Discover strategies for ensuring that your preschool is visually accessible—and not over-stimulating—to
a child who is deaf or hard of hearing, for children using different communication modes.
Participants will
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PD4
Increase understanding of how hearing loss impacts learning and social/emotional development.
Increase understanding and/or use of effective intervention/instructional strategies for hearing
loss students.
Increase understanding and/or use of assistive technology to enhance learning.
Assessment-Driven Language Supports and Intervention
Presenters:
Nancy Hatfield/Kerianne Christie
Time:
1:45-3:00 p.m. (1 session)
Focus Population:
Deaf/HH
Workshop Level:
Basic
Learn the importance of having baseline data on a child's communication and language, as well as
knowing families' preferences. Discover tools for assessment-driven language intervention, monitoring
progress, and planning appropriate next steps.
Participants will
 Increase understanding and/or use of comprehensive, ongoing assessment strategies for
program development.
 Increase understanding and/or use of strategies to improve communication and language skills.
 Increase understanding and/or use of strategies for effective IEP development for children
acquiring language.
PD5
The Role of the Interpreter in Preschool Classrooms
Presenters:
Kerianne Christie/Kris Ching/April McArthur
Time:
3:15-4:30 p.m. (1 session)
Focus Population:
Deaf/HH
Workshop Level:
Basic
Confusion abounds around the issue of interpreters in the preschool classroom. Is this a developmentally
appropriate practice? When might a bona fide interpreter be appropriate? What other roles might a oneon-one support person play for a child acquiring language?
Participants will
 Increase understanding of how a hearing loss impacts learning.
 Increase understanding and/or use of effective intervention strategies to implement the IEP.
 Increase understanding and/or use of strategies to improve communication and language skills.
DEAF/HARD OF HEARING
D4
Identifying Challenges and Adaptations for Improved Performance in the Mainstream
Classroom
Presenter:
Karen Anderson
Time:
8:30-12:45 p.m. (3 sessions)
Focus Population:
Deaf/HH
Workshop Level:
Intermediate
This presentation will explore what we know about the changing demographics of students with hearing
loss and the changing role of the teacher of the deaf/hard of hearing. It will examine how information can
be interpreted and data collected to identify the degree to which students are able to access verbal
instruction and the curriculum. Appropriate adaptations to address barriers and support classroom
access will be presented for group discussion.
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Participants will
 Be able to describe the unique skills and knowledge she/he brings to the IEP teams as a strategy
for effective IEP development.
 Be able to describe at least 3 strategies for identifying the degree to which a student is accessing
verbal instruction or to curriculum as a part of ongoing assessment.
 Be able to describe one or more methods to identify appropriate adaptations in the classroom to
support success.
D5
Strategies to Assess and Improve Communication Repair Skills
Presenter:
Karen Anderson
Time:
1:45-4:30 p.m. (2 sessions)
Focus Population:
Deaf/HH
Workshop Level:
Intermediate
Examine how communication repair skills develop, how they can be assessed in comparison to typical
development, and practical training strategies to improve communication repair, and therefore
participation in the mainstream classroom. lEP development in the area of communication repair in
adherence to the Common Core Standards will be presented.
Participants will
 Be able to describe how communication repair skills develop in young children.
 Be able to describe a method to assess a student’s ability to repair communication in comparison
to typically developing age-peers.
 Be able to describe at least 3 strategies for developing student communication repair skills.
EDUCATIONAL INTERPRETERS
E3
Sign-to-Voice Interpreting Skills: Once More with Meaning, Parts 2-3-4
Presenter:
Dave Morrison
Time:
8:30-12:45 p.m. (3 sessions)
Focus Population:
Deaf/HH, Educational Interpreters
Workshop Level:
Basic
(Continued from Monday) Words carry power, yet they are just one way of conveying meaning.
Humans use vocal intonation, passive language, body language and sarcasm to imply a meaning that
can be vastly different than the words alone. In this series of workshops, we will explore both English-to
ASL and ASL-to-English to see how other forms of communication can alter the meaning of the text
provided. We will look at how active listening, personal experience and context effect how we understand
messages.
Participants will
 Develop strategies to improve communication.
 Learn strategies to improve age-appropriate transition planning.
 Develop effective learning strategies.
E4
Non-Manual Signs and Its Components
Presenter:
Jer Loudenback
Time:
1:45-4:30 p.m. (2 sessions)
Focus Population:
Autism, Deaf/HH, Educational Interpreters
Workshop Level:
Basic
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This course is an introduction of the ASL grammar called Non-Manual Signals (NMS). It can be used for
sign language interpreters and teachers of the deaf. It also can be a refresher course for interpreters who
have worked in the field for a couple of years. The deaf instructor will introduce each NMS component,
its usage and its applications.
Participants will
 Identify each component of NMS (Learning Lecture).
 Practice with applications (Kinetics)
 Learn to use correct NMS for each concept (Object/Practice)
MULTIPLE DISABILITIES
M3
Introduction: Anticipation, Motivation, Communication, Confirmation
Presenter:
Carolyn Monaco
Time:
8:30-9:45 a.m. (1 session)
Focus Population:
All
Workshop Level:
Basic
This session will address the four primary areas impacted by a combined loss of vision and hearing
(deaf-blindness) through experiential learning. This class will assist participants in identifying relevant
initial strategies that really make a difference.
Participants will
 Increase their understanding of the impact that a significant combined loss of vision and hearing
has on the acquisition of information.
M4
Experience Books - A Hands-On Workshop
Presenter:
Joyce Olson
Time:
10:00-12:45 p.m. (2 sessions)
Focus Population:
Blind/VI, Deaf/HH, Multiple Disabilities
Workshop Level:
Basic
Have you ever wondered what it’s like for your learners while making and using experience books? This
session will give you an opportunity to step into your students’ world. During a simulated activity
participants will make an experience book with a partner. The roles will be exchanged half way through
so each partner can experience the roles of the support person and the learner. This is a hands-on
workshop with information on how to make an effective experience book.
Participants will
 Gain information on how to make experience books to match the needs of individual learners.
 Have hands on experience in creating experience books.
 Be given an opportunity to learn what the use of experience books may be like for their learners.
M5
Beyond Skills - The Importance of Concept Development
Presenter:
Joyce Olson
Time:
1:45-3:00 p.m. (1 session)
Focus Population:
Multiple Disabilities
Workshop Level:
Basic
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Learning skills is very important for all learners; learning concepts is profound. In this session participants
will explore the difference between skills and concepts, and will learn why concepts matter for students
with multiple disabilities.
Participants will
 Learn the difference between skills and concepts.
 Learn strategies for teaching concepts.
 Learn ways to judge success in learning concepts.
M6
Concept Development in Action
Presenters:
Emma Packard/Suzanne Fitzgerald
Time:
3:15-4:30 p.m. (1 session)
Focus Population:
Blind/VI, Multiple Disabilities
Workshop Level:
Basic
This session will expand upon the session “Beyond Skills - The Importance of Concept Development”
and give ideas of how to put concept development into practice.
Participants will
 Identify ways to increase student communication, cognitive development and academic/preliteracy skills through concept development.
 Identify strategies for effective IFSP/IEP development in the area of concept development.
 Gain knowledge of effective instructional strategies to teach concept development.
PARA EDUCATORS
PA3
Introduction: Anticipation, Motivation, Communication, Confirmation
Presenter:
Carolyn Monaco
Time:
8:30-9:45 a.m. (1 session)
Focus Population:
All
Workshop Level:
Basic
This session will address the four primary areas impacted by a combined loss of vision and hearing
(deaf-blindness) through experiential learning. This class will assist participants in identifying relevant
initial strategies that really make a difference.
Participants will
 Increase their understanding of the impact that a significant combined loss of vision and hearing
has on the acquisition of information.
PA4
A Path Less Travelled: A Combined Loss of Vision and Hearing
Presenter:
Carolyn Monaco
Time:
10:00-4:30 p.m. (4 sessions)
Focus Population:
All
Workshop Level:
Basic
This two day course will focus on understanding how students with a significant combined loss of both
vision and hearing, often in combination with additional disabilities, can access the world around them in
ways that are both meaningful and relevant. When those interacting with them recognize and
understand their needs they are much better positioned to develop and implement strategies to meet
those needs. (Continued sessions on Wednesday.)
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Participants will
 Increase their understanding of the impact that a significant combined loss of vision and hearing
has on the acquisition of information.
 Increase their understanding of the learning style of individuals who have a significant combined
loss of vision and hearing.
 Increase their understanding of and their ability to utilize strategies that compensate for a
significant combined loss of vision and hearing, enhancing their ability to convey meaningful
information.
 Increase their understanding of the various forms of communication utilized with emergent
communicators who have a significant combined loss of vision and hearing.
 Increase their ability to identify, explain and document the various forms of communication
utilized with emergent communicators who have a significant combined loss of vision and
hearing.
 Increase their understanding of the skills, knowledge and characteristics required of persons
looking to interact in more meaningful ways with students who have a significant combined loss of
vision and hearing.
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