CROSS-STATE CONVENING€¦ · No official endorsement by the U.S. Department of Education of any product, commodity, ... Tom Bellamy, Sheryl Moss, Kaylan Connally (CCSSO) Cross-Institutional

Cross State Convening

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@ceedarcenter

/ceedarcenter

JUNE 27-29, 2017

CROSS-STATE CONVENING

CEEDARC E N T E R

CHICAGO

Sustainability Scale-Up

#CCSC2017

OUR MISSIONTo create aligned professional learning systems that provide effective opportunities for teachers to master core and specialized instruction in inclusive settings—and for leaders to establish the conditions in schools that sustain high-quality instruction—to enable students with disabilities to achieve college- and career-ready standards.

CEEDARC E N T E R

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Venue Information

Quick Agenda

Detailed Schedule

Breakout Session Descriptions

Poster Session Descriptions

Featured Speaker Bios

Restaurant Recommendations

Floor Plans

Participant List

Staff and Partner Contacts

Participant Workbook

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This material was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

TABLE OF CONTENTS

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HomeThe Westin Michigan Avenue ChicagoVENUEWestin Michigan Avenue 909 North Michigan Avenue Chicago, IL 60611 (312) 943-7200

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CONTACT US

Or talk to anyone wearing a “CEEDAR Staff” badge

CEEDAR.EDUCATION.UFL.EDU/CCSC2017

GENERAL INFORMATIONShari

Ostovar

(352)[email protected]

TECHNICAL SUPPORTMatt Seitz

(850)[email protected]

CONVENINGWEBSITE

QUICK AGENDA

Time Session2:00-3:00 High-Leverage Practices Press Conference (Optional)

3:00-4:30 Opening Session

4:30-5:30 State Team Time

5:30-6:00 Break/Set-Up for Poster Session

6:00-7:30 Networking Social and State Poster Sessions

Time Session7:00-8:30 Breakfast for Hotel Guests7:30-8:20 Early-Bird Session8:30-8:50 Welcome and Opening Remarks

8:50-9:20 Morning Session

9:20-9:30 Transition

9:30-11:00 Morning Breakout Sessions

11:00-11:30 Break/Transition

11:30-1:00 State Team Time/Working Lunch


1:15-2:45 Afternoon Breakout Sessions

2:45-3:30 Break/Transition



5:00-5:30 Washington Update

6:00 Networking Dinners Begin

Tuesday, June 27

Wednesday, June 28Sustainability

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Cross State Convening

Time Session7:00-8:00 Breakfast for Hotel Guests

8:00-8:45 Welcome and Morning Session


9:00-10:30 Breakout Sessions



12:45-1:15 Lunch Pick-Up

1:15-2:15 Closing Session

Thursday, June 29Scale-Up

Sustainability Scale-Up

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Part of CEEDAR’s success lies in strategic collaboration—working together to achieve a whole that is greater than the sum of its parts.

COLLABORATION

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DAY 1 SCHEDULEJUNE 27, 2017

2:00pm-3:00pm Press Conference (Optional) Great Lakes Ballroom

Join the CEEDAR Center and Council for Exceptional Children as we highlight our new High-Leverage Practices guide.

3:00pm-4:30pm Opening Session Great Lakes Ballroom

Welcome, Overview, and Logistics Mary Brownell, Center DirectorErica McCray, Center Co-DirectorMeg Kamman, Project Coordinator

Keynote Session: Setting the Stage for Sustainability and Scale-Up

Follow-Up Panel

Paul LeMahieu, Carnegie Foundation for the Advancement of Teaching

Kathleen Ryan Jackson, National Implementation Research NetworkMarquita Grenot-Scheyer, California State University System

5:30pm-6:00pm Break and Set-Up for Poster Session

6:00pm-7:30pm Networking Social and State Poster Session Michigan Ballroom

We would like to thank our sponsors: Pearson, the Council of Chief State School Officers, and the American Institutes for Research for providing hors d’oeuvres and beverages during this networking session.

Want to continue networking with colleagues? Sign up for a Networking Dinner time slot for Wednesday night. You can sign up at the registration table outside the Great Lakes Ballroom.

4:30pm-5:30pm State Team Time Varies

AZ: Huron B & C GA: Great Lakes Ballroom MO: Chicago I & II OR: Millennium ParkCA: Chicago Ballroom IL: Millennium Park MT: Addison RI: OntarioCO: Millennium Park KY: Ontario NV: Huron B & C SD: Huron ACT: Chicago I & II MI: Erie NH: Chicago Ballroom TN: Great Lakes BallroomFL: Millennium Park MS: Great Lakes Ballroom OH: Chicago Ballroom UT: OntarioTargeted States: Great Lakes Ballroom

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SPONSORSWe would like to extend a special thank you to our sponsors whose contributions made this networking poster session possible.

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7:00am-8:30am Breakfast for Hotel Guests Great Lakes Ballroom

Breakfast is located in the foyer in front of the Great Lakes Ballroom

7:30pm-8:20pm Early-Bird Session Great Lakes Ballroom

To minimize interruptions, we are unable to accomodate late arrivals to this session

Learner-Ready Teachers Hosted by CCSSO

8:30am-9:20am Morning Session Great Lakes Ballroom

Welcome and Opening Remarks CEEDAR Team

Session: Teacher Diversity, Shortages, and Strategies for Sustaining Reform

Monika Williams Shealey

9:30am-11:00am Morning Breakout Sessions (See page 16 for detailed descriptions)

Session Room Presenter(s)

Ohio Deans Compact: Incentivizing and Leveraging Resources: Ohio Example

Michigan Ballroom (2nd Floor)

Deb Telfer, Aimee Howley

Sustaining Continual Progress Across Policy Levers: Georgia Example

Great Lakes Ballroom (2nd Floor)

Debbie Gay, Kate Zimmer,Day Patterson

Using Technology to Support Pre-Service Teachers’ Application of High-Leverage Practices During Clinical Experiences

Huron A (2nd Floor)

Maria Peterson-Ahmad, Marcia Rock (TED)

Leveraging/ Maximizing Current State Initiatives and the Successes of Other States to Implement and Sustain Goals: Nevada Example

Huron B & C(2nd Floor)

Julie Bowers, Joe Morgan, Lynn Holdheide (GTL, NCSI)

Connecting Leadership for Inclusive and Effective Schools Ontario (2nd Floor)

Bonnie Billingsley, Tom Bellamy, Sheryl Moss, Kaylan Connally (CCSSO)

Cross-Institutional Collaboration for Sustainability: South Dakota Example

Erie (2nd Floor)

Laurie Daily, Cheryl Wold

Sisu! A Regional Approach to Pre-K Through 12 and University Collaborations: Michigan Example

Marquette Park (3rd Floor)

Loe Lubig, Melanie Reaves

Refining and Aligning: Recommendations for Preparation Policy to Support RTI2 and Special Education in Tennessee

Millennium Park (3rd Floor)

Kim Paulsen, Blake Shearer, Phil Rogers (NASDTEC)

Staying Focused: Effective Communication 101: New Hampshire and Georgia Example

Sheffeld (5th Floor)

Karen Wyler, Greg Blaylock, Vince Connelly

Funding Educator Preparation Reform Efforts That Enable Teachers and Leaders to Be Learner Ready

Chicago Ballroom Don Pemberton, Kathleen Ryan Jackson

Want to continue networking with colleagues? Sign up for a Networking Dinner time slot for Wednesday night. You can sign up at the registration table outside the Great Lakes Ballroom.

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11:30am-1:00pm State Team Time/Working Lunch Varies

AZ: Huron B & C GA: Great Lakes Ballroom MO: Chicago I & II OR: Marquette ParkCA: Chicago Ballroom IL: Millennium Park MT: Sheffeld RI: OntarioCO: Millennium Park KY: Ontario NV: Huron B & C SD: Huron ACT: Chicago I & II MI: Erie NH: Chicago Ballroom TN: Great Lakes BallroomFL: Millennium Park MS: Great Lakes Ballroom OH: Chicago Ballroom UT: OntarioTargeted States: Great Lakes Ballroom

DAY 2 SCHEDULE CONTINUED

1:15pm-2:45pm Afternoon Breakout Sessions (See page 18 for detailed descriptions)Session Room Presenter(s)

Aligning for Sustainability: Making The Most Of Your Resources: New Hampshire Example

Michigan Ballroom (2nd Floor)

Karen Soule, Laura Wasielewski, Tim Dove (NTEP), Danny Carlson (NGA)

Sustaining Preparation Program Evaluation With Data Systems: Georgia Example

Great Lakes Ballroom (2nd Floor)

Carla Michaels, Bob Michaels, Tatiana Rivadeneyra (CAEP)

If We Just Knew Then What We Know Now: A Lesson Learned for Interagency Collaboration To Prepare Leaders For Effective Inclusive Schools: Oregon Example

Huron A (2nd Floor)

Marc Shelton (NCPEA)

Sustaining During Constant Change: Arizona Example Huron B & C (2nd Floor)

Jeni Huber, Kathy Puckett, Mary Dean Barringer (CCSSO)

Utah TEAMs: Together We Can Envision and Achieve More: Utah Example

Ontario (2nd Floor)

Utah Team

Building an Inclusive Educator Topical Action Group Erie (2nd Floor)

Lisa Bennett, Cathy Yun, Teri Clark, Shireen Pavri, Lynn Larsen, Nancy Robinson, Sharon Russell, Jane West (AACTE), Tim Finklea (AACTE)

Sustaining Teacher Preparation Reform: Connecticut Example Marquette Park (3rd Floor)

Georgette Nemr, Joan Nicoll-Senft,Louise Spear-Swerling, Rosemary Tralli, Larry Maheady

Sustaining Licensure and Certification: Illinois Example Millennium Park (3rd Floor)

Tina Dimmitt-Salinas

Strategies for Sustaining Educator Preparation Reform: Kentucky Example Sheffeld (5th Floor)

Amy Lingo, Laurie Henry

2:45-3:30 Break to Allow Participants Time for Emails/ETC

3:30-4:45 State Team Time Varies

Please return to the same location for State Team Time as the 11:30am State Team Time.

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7:00am-8:00am Breakfast for Hotel Guests Great Lakes Ballroom

Please note that breakfast is served in the foyer in front of the Great Lakes Ballroom

8:00am-8:45am Morning Session Great Lakes Ballroom

Welcome and Opening Remarks CEEDAR Team

Considerations for Scaling and MTSS: What Helps, What Hinders? Cade Charlton, Brigham Young UniversityDaniel Pyle, Weber State UniversityScott Ross, Colorado Department of Education

5:00pm-5:30pm Washington Update Great Lakes Ballroom

National Education Policy: How Can Education Stakeholders Engage? Jane West, AACTE

6:00pm Networking Dinners Begin

On Day 1, you may have signed up to participate in a networking dinner sometime between 6:00pm-8:00pm at an off-site location. Please see Shari Ostovar, Matt Seitz, or Andrew Hudson if you would like to connect with a networking dinner location.


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9:00am-10:30am Breakout Sessions (See page 20 for detailed descriptions)

Session Room Presenter(s)

Ohio Deans Compact Overview: Ohio Example Michigan Ballroom (2nd Floor)

Deb Telfer, Aimee Howlee

Strategies for Going BIGGER: Georgia Example Great Lakes Grand Ballroom (2nd Floor)

Karen Wyler, Sheryl Moss, Greg Blalock

The “Perfect Storm”: Leveraging Resources Across the Golden State: California Example

Huron A (2nd Floor)

Shireen Pavri, Lynn Larsen, Kristin Wright

Connecting With LEAs: Missouri Example Huron B & C (2nd Floor)

Susan Hladky, Melanie Bishop, Lisa Robbins, Nicole Nickens, Sue McCalley, April Regester, Nancy Singer

Creating and Sustaining a Blended General and Special Education Program

Ontario (2nd Floor)

Marquita Grenot-Scheyer, Kathleen Ryan Jackson

Tools for Scaling IHE Reform: Florida Example Erie (2nd Floor)

Stacie Whinnery, Jennifer Mesa, Mary Little

Aligning the State Systemic Improvement Plan, the ESSA, CEED-AR Blueprint, MTSS, and Educator Preparation to Ensure Michi-gan is a Top 10 State in Education in 10 Years: Michigan Example

Marquette Park (3rd Floor)

Teri Chapman, Jan Weckstein

Building Out the Mission: Colorado Example Millennium Park(3rd Floor)

Faye Gibson, Wendy Sawtell

Building a Strong Table of Partnerships: A Story of Turning Points: Montana Example

Sheffeld (5th Floor) Susan Bailey Anderson, Jayne Downey, Estee Aiken

10:45am-12:45pm State Team Time Varies

Your State Team meets in the same room as yesterday.


12:45pm-1:15pm Lunch Pick-Up Great Lakes Ballroom

Participants pick up their lunches from the foyer in front of the Great Lakes Ballroom

1:15pm-2:15pm Closing Session Great Lakes Ballroom

Closing Session CEEDAR TeamJoey Hassell, Superintendent-Elect, Hayward Schools

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BREAKOUT SESSIONDESCRIPTIONS

Breakout Session 1 Wednesday, 9:30-11:00amStaying Focused: Effective Communication 101: New Hampshire and Georgia ExampleCrafting messages for specific audiences may require more skill than is available on your SLT. SLT participants from New Hampshire and Georgia will assist participants in identifying elements of an effective communication plan, share their state’s work regarding their communication plans, and guide states through an analysis of their communication plans.Funding Educator Preparation Reform Efforts That Enable Teachers and Leaders to Be Learner ReadyIn this session, participants will learn about strategies for securing funding to sustain or scale up their program reform efforts. Participants will acquire specific information about how to approach private foundations and use federal and state funding sources.Ohio Deans Compact: Incentivizing and Leveraging Resources: Ohio ExamplePrincipals and school faculty have the capacity to cultivate an inclusive environment where all students are supported to meet high academic standards. Students with disabilities benefit especially from effective leadership. By sharing the work of the Deans’ Compact, Ohio will highlight a structure for building and sustaining strong leadership. This session will provide applications for policy and practice for SEA educator effectiveness staff, SEA special education directors/staff, regional service centers, and leadership preparation programs.Refining and Aligning: Recommendations for Preparation Policy to Support RTI2 and Special Education in Tennessee: Tennessee ExampleThe facilitators—an SEA representative and an EPP faculty member—will describe the process undertaken by the TN-CEEDAR SLT committee focused on educator preparation policy. The committee started the process using the Promises to Keep guidance document. Some challenges have been faced as they work to develop policy recommendations that effectively address the intricacies of Response to Instruction and Intervention (RTI2) and special education service provision in the state.Sisu! A Regional Approach to Pre-K Through 12 and University Collaborations: Michigan ExampleSisu! Heart, resilience, bravery, grit, and stoic determination to go beyond one’s own mental and physical capacity. This term reflects the regional partnership fostered and sustained by Northern Michigan University and its rural clinical partners of the Upper Peninsula of Michigan. In this interactive session, we share our journey toward answering the following questions: 1) What are some effective ways to structure meaningful clinical partnerships that benefit all stakeholders—students, families, teacher candidates, teachers, administrators, and university faculty? 2) How do we use our successes to create future purposeful experiences for teacher candidates and children alike? Learn how our CEEDAR collaboration and research have resulted in student-centered clinical partnerships that leverage the university’s clinical partners as an authentic audience for our pre-service educator preparation program.

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Breakout Session 1 Wednesday, 9:30-11:00amConnecting Leadership for Inclusive and Effective SchoolsIn this session, participants will consider the importance of and need for leadership development for inclusive and effective schools. Considerations for leadership development will be addressed, including the Professional Standards for Educational Leaders (PSEL, 2015); state regulation; certification program improvement; substantive special education content and high-quality field experiences. An example of how one state used the PSEL standards and CEEDAR resources to improve leadership preparation will be described. Small-group discussions will allow participants to share ideas and consider opportunities for leadership development in their states.Using Technology to Support Pre-Service Teachers’ Application of High-Leverage Practices During Clinical ExperiencesPresenters highlight how teacher educators can use technology featured in CEEDAR’s Innovation Configuration (see Dieker et al., 2014) to intentionally support pre-service teachers as they learn to use High-Leverage Practices (HLPs) during clinical experiences. Participants gain in-depth knowledge of two specific technologies: 1) the use of Mursion to support pre-service teachers as they learn to use HLPs in simulated classroom settings and 2) the use of bug in ear (BIE) technology to provide real-time coaching/supervison to pre-service teachers in classroom settings as they practice using HLPs with feedback.Sustaining Continual Progress Across Policy Levers: Georgia ExampleIn this session, the Georgia team describes how they identified and aligned reform efforts to sustain and scale up. The team will share strategies for aligning reform efforts with state initiatives, determining and meeting needs related to certification, and creating reform processes at the university level. A facilitated discussion of how to engage in sustaining efforts across policy levers within different state contexts will follow.

Leveraging/Maximizing Current State Initiatives and the Successes of Other States to Implement and Sustain Goals: Nevada ExampleTo sustain the work, we must build upon current initiatives and the momentum of other states and initiatives as a final CEEDAR cohort state. To bring the multiple stakeholders together, the Nevada CEEDAR team has created a SLT that includes EPPs, SEA representatives, and LEAs. Nevada has also sought to align SEA initiatives, like the State Systemic Improvement Plan (SSIP) with current research conducted by the participating EPPs, and leverage the work conducted in the SSIP schools statewide with additional resources from CEEDAR. The NV CEEDAR team has also utilized a national leadership survey to grow not only educators, but also leaders and leadership programs across the state. Additional resources include the state CEEDAR team as well as lessons learned from previous cohort states.

Cross-Institutional Collaboration for Sustainability: South Dakota ExampleThis session focuses on how to initiate, develop, and support cross-institutional collaboration. The South Dakota State Leadership Team identified four features of effective instruction all teachers should know and implement to meet the needs of diverse students. Dr. Wold and her colleagues reviewed their courses to ensure integration of the features of effective instruction throughout the preparation program. New courses were developed in general and special education and leadership programs. Dr. Daily and a team of state personnel and cross-state educator preparation faculty produced online modules addressing the features of effective instruction. She will share some of the challenges the team encountered and how they were addressed.

BREAKOUT SESSION DESCRIPTIONS CONTINUED

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Breakout Session 2 Wednesday, 1:15pm-2:45pmSustaining Teacher Preparation Reform: Connecticut ExampleCreating evidence-based, practice-focused fieldwork throughout teacher preparation. The session leaders will provide 1) a process and set of tools for EPP teams to use in planning fieldwork experiences, 2) tips for how to engage LEA partners in planning and supporting EPP fieldwork, and 3) examples of how some strategies have been operationalized in varied EPP contexts.Utah TEAMs: Together We Can Envision and Achieve More: Utah ExampleEffective teams tolerate turnover; they are sustainable even when the players come and go. This session will describe how Utah has gone from envisioning to achieving collaboration across CEEDAR partners at the SEA, LEA, and IHE levels. An innovative, cross-departmental implementation team structure at the SEA level has allowed for meaningful and engaged dialogue to support improving outcomes. This teaming structure, paralleled by the CEEDAR leadership team, provides an opportunity to leverage expertise and work toward achieving a shared visionIf We Just Knew Then What We Know NowA Lesson Learned for Interagency Collaboration to Prepare Leaders for Effective Inclusive Schools: Oregon ExampleQuality preparation of school leaders relies on contextual learning through the use of case studies, simulations, and field experience that are debriefed with a skilled facilitator and mentors. Quality is also improved through relevant activities that can be immediately applied to the work of graduate students in their organizational settings. The CEEDAR resource of Course Enhancement Modules (CEMs) provides the framework for introducing important concepts for future leaders to help them understand the needs of each student, especially a struggling learner or a student with special needs. Preparing future principals to lead effective inclusive schools will help these leaders move beyond just understanding to establishing a school culture and climate where everyone expects each student to thrive.Aligning for Sustainability: Making the Most of Your Resources: New Hampshire ExampleThis session focuses on strategies to sustain blueprint implementation after CEEDAR funding and supports are no longer available. We will discuss strategies to make work more efficient, including using existing structures within your state and aligning this work with other ongoing initiatives.Sustaining Licensure and Certification: Illinois ExampleStrong educator standards coupled with robust systems of licensure and certification should reinforce the expectation that every teacher and leader is prepared to serve students with disabilities. This session will describe how the Illinois State Leadership Team engaged in a multi-year process to review the state’s system of special education endorsement. The session will also highlight the progress of a workgroup charged with the revision of the state’s standards for special educators, which was convened as a result of the SLT’s recommendations. Participants at all stages of standards and licensure reform will have an opportunity to discuss their successes and challenges as well as identify strategies and resources to address barriers to implementation.

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Breakout Session 2 Wednesday, 1:15pm-2:45pmSustaining During Constant Change: Arizona ExampleChange occurs frequently in the leadership of state departments of education and in educator preparation programs. The challenge in the face of frequent leadership changes is how to move projects (i.e., Arizona-CEEDAR) forward and, particularly, how to ensure that project goals can be sustained beyond the time of the project’s funding. Leadership changes have occurred frequently in the Arizona Department of Education, and the deans of several educator preparation programs have also changed in the last year. Because the Arizona-CEEDAR team has experienced many changes in leadership and recognizes the potential impact of such changes on sustainability of reform efforts, participants will hear about structures and strategies that the Arizona-CEEDAR team is putting in place to address this issue and sustain reform efforts. Participants will also have the opportunity to engage in discussions about efforts across states that might support the sustainability of their work when leadership changes occur.Strategies for Sustaining Educator Preparation Reform: Kentucky ExampleIn Kentucky, multiple state agencies, educator preparation programs, and local education agencies (LEAs) are developing and implementing strategies for sustaining educator preparation reform. Kentucky CEEDAR team members will share how these strategies are supporting sustainability and how other state teams could utilize similar strategies. Participants will have opportunities for small-group and large-group discussions to identify additional strategies.Sustaining Preparation Program Evaluation With Data Systems: Georgia ExampleIn this session, the Georgia team will describe how the statewide preparation program effectiveness measure (PPEM) was developed at the Professional Standards Commission and how the CEEDAR reform efforts align. Strategies for using the PPEM to help universities with continual improvement will be explained. This will be followed by a facilitated discussion of individual state contexts and how data can help to sustain preparation program evaluation and improvement.Building an Exclusive Educator Topical Action GroupLet’s collaborate to form a Topical Action Group! Sponsored by AACTE, Topical Action Groups (TAGs) provide a forum and support for teacher educators interested in collaborating on issues of importance to them. This working session provides an opportunity to brainstorm ideas to sustain and scale up our work in inclusive education at a national and state level. The formation of a TAG may be a way to continue this important work and the collaborative relationships formed through CEEDAR.

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Breakout Session 3 Thursday, 9:00am-10:30amStrategies for Going BIGGER: Georgia ExampleIn this session, partners from the Georgia team provide an example of how they are scaling up their accomplished blueprint goals. The Georgia CEEDAR team is going bigger by bringing on three more universities. Strategies included in Georgia’s scale-up plan included creating a CEEDAR 101 course and a mentoring structure to scaffold the universities joining the CEEDAR reform efforts. Conversation about these efforts will include a facilitated discussion about how other states can be strategic and about how to “go bigger.”Tools for Scaling IHE Reform: Florida ExampleFaculty from the Sunshine State will share their strategies for scaling reform efforts at individual IHEs to preparation programs across the state. The University of West Florida will describe the outcomes of a multi-year collaboration to infuse Universal Design for Learning (UDL) principles across special education, general education, and leadership courses. The University of Central Florida will highlight how their inclusive educator pre-service preparation project transformed collaboration between elementary education and exceptional student education faculty. This is a must-attend session for state personnel and faculty looking for creative ideas and practical tools for scaling IHE reform efforts.Ohio Deans Compact Overview: Ohio ExampleThe Ohio Deans Compact, comprising deans/associate deans, IHE faculty, district/school leaders, professional association representatives, and national partners, promotes shared understanding and collective action to improve learning for all children—including children with disabilities. The work of the Compact includes fostering inclusive educator preparation, incentivizing innovative practices, developing partnerships, and ameliorating personnel shortages. The Compact is designed to support sustainability, replication, and scalability across the state. Through Ohio’s example and facilitated discussion, this session will emphasize strategies, tools, and resources to create and maintain a structure for scale-up.The “Perfect Storm”: Leveraging Resources Across the Golden State: California ExampleIn this session, members of the California State Leadership Team will describe how they availed themselves of fruitful opportunities to extend the reach of CEEDAR reforms. Because “chance favors the prepared mind,” participants will describe the circumstances, relationships, and awareness that allowed them to connect “serendipitously” with other initiatives.Building Out the Mission: Colorado ExampleCollaboration is hard. It’s easy to talk about collaboration, but how can teams ensure that it will lead to sustainability of outcomes? This session will describe how the Centennial State “walks the walk” when it comes to collaboration for sustainability of goals aligned with the CEEDAR mission. If you are interested in strategizing about how your State Systemic Improvement Plan, ESSA Consolidated State Plan, or state plan of your choosing can support sustainability of CEEDAR goals, then this is the session for you!

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Breakout Session 3 Thursday, 9:00am-10:30amAligning the State Systemic Improvement Plan, the ESSA, CEEDAR Blueprint, MTSS, and Educator Preparation to Ensure Michigan is a Top 10 State in Education in 10 years: Michigan ExampleMichigan is in the process of developing an innovative and cohesive state education agency that supports an aligned, coherent education system at all levels (state, intermediate school district, local school district, and school). In order to accomplish this endeavor, the Michigan Department of Education has aligned the state goal of being a Top 10 Education State in 10 Years with the State Systemic Improvement Plan and the ESSA. Michigan is using MTSS to Implement Michigan’s Strategic Top 10 in 10 literacy goals, the CEEDAR Blueprint, and the SSIP. Michigan has utilized assistance from national technical assistance Centers such as CEEDAR, the SISEP Center, and the National Center for Systemic Improvement in the development of an aligned system.Connecting With LEAs: Missouri ExampleIn Missouri, multiple educator preparation programs and local education agencies (LEAs) have developed innovative models of clinical preparation. Missouri CEEDAR team members will share these various models and how other state teams can initiate and sustain similar models. Participants will have opportunities for small-group and large-group discussions to identify additional strategies and models. Building a Strong Table of Partnerships: A Story of Turning Points: Montana ExampleMontana’s primary strategy for educator preparation program reform, scale-up, and sustainability to promote high-quality evidence-based preparation for P12 teachers and leaders focuses on building strong partnerships among a range of P20 stakeholders who bring a variety of strengths and perspectives to the table. Through a series of key-turning points within and across each of the major agencies and organizations, Montana’s CEEDAR initiative has supported the development of an organizational framework designed to clarify responsibilities, strengthen communication, and enhance outcomes for all of Montana’s Education Preparation Providers. The major agencies and organizations involved in this framework include the Office of Public Instruction (OPI), the Montana Council of Deans of Education (MCDE), the state chapter of AACTE (MTACTE), and the Higher Education Consortium (HEC). In this break-out session, Montana CEEDAR team members will share their organizational and individual perspectives on the important turning points that supported the development of highly effective partnerships. Participants will have opportunities for small-group and large-group discussions to identify additional strategies and ideas for how other state teams can utilize similar strategies.Creating and Sustaining a Blended General and Special Education ProgramDesigned to help participants think strategically about the design and implementation of blended general and special education programs, this session begins with a description of a successful program, designed and implemented over the past four years at California State University, Long Beach. From its inception to its current practice, the approach to design and development evolved over time as faculty moved from tinkering to co-creating a new dual-credential program. From epistemologies to clinical practice, faculty wrestled with beliefs, research, expertise, and life in today’s schools to design an authentic bridge across general and special education. The process required resourcing, growing, launching, and assessing progress and implementation. This exemplar offers an array of ideas and strategies for working with faculty in the context of limited resources and high-needs schools. Facilitated discussions encourage participants to advance their own strategies for sustaining blended program development.

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SUSTAINABILITYMAINTAINING MOMENTUM FOR CHANGE

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SCALE -UPEXPANDING POSSIBILITIES FOR CHANGE

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# Presenter(s) Title1 Jennifer Huber & Kathleen Puckett An Overview of CEEDAR in Arizona: Planning for

Sustainability2 Beth Driscoll & Jennifer Gresko Developing Data Literate Teachers: The Arizona CEEDAR

Approach and Inservice Professional Learning3 Beth Hoffman & Rebecca Cohen Evidence-Based Practices and High-Leverage Practices in

Reading: Arizona’s CEEDAR Efforts4 Teresa Stauffer, Julie Bowers, &

Melissa BurnhamThe State of Principal Knowledge in Nevada

5 Cathy Yun & Lisa Bennett Infusing Universal Design for Learning6 Josephine Arce, Janelle Lawson,

Nancy Robinson, & Maika WatanabeTeaching and Learning Beyond Standards: Sustaining Culturally Responsive Pedagogy Through Inclusion

7 Karen Soule New Hampshire Focus and Strategies8 Aimee Howley & Deb Telfer Ohio Deans Compact: Improving Educator Capacity to Teach

and Support All Learners9 Faye Gibson & Wendy Sawtell Collaboration to Align Professional Learning Systems in

Literacy10 Stacie Whinnery, Jennifer Mesa, Keri

C. Haley, & Keith W. WhinneryUDL Integration to Enhance Collaboration in Teacher Education

11 Mary Little Inclusive Preservice Teacher Preparation12 Stacey Jones Bock & Kelli Appel Innovative Online Professional Development13 Hank Bohanon Supporting Teacher Education Candidates in Clinical

Placements Through Instruction, Loyola University of Chicago14 Madi Phillips, Kate Zilla, & Karen

LoveScaling Up at National Louise University (NLU), Chicago, Illinois

15 Georgette Nemr, Joan Nicoll-Senft, Louise Spear Swerling, & Rosemary Tralli

Putting Research-to-Practice in Teacher Preparation: Learner Ready Day One

16 Megan Mackey, Joan Nicoll-Senft, & Sally Drew

Building the Plane As You Fly: Using a Design-Based Research Approach to Explore Teacher Appreciation Reform at Central Connecticut State University

17 April Regester & Nancy Singer Sustaining CEEDAR Efforts at UMSL18 Sue Ellen McCalley Sustaining CEEDAR Efforts at Avila University19 Lisa Robbins & Nicky Nickens Sustaining CEEDAR Efforts at University of Central Missouri

POSTER SESSION

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# Presenter(s) Title20 Susan Hladky & Melanie Bishop Sustaining CEEDAR Efforts at Missouri Baptist University21 Lori Norton-Meier & Susan Price High-Leverage Practices in a Clinical Model Site: Partnerships

and Opportunities in Supporting Literacy22 Molly Bowen Scaling Up: Statewide Efforts to Sustain High-Leverage

Practices for All Students23 Teri Chapman, Janis Weckstein, &

Joanne WinkelmanAligning Our Systems and Scaling Up: TOP TEN IN TEN YEARS

24 Deanna Roland Western Michigan University25 Melanie Reaves Sisu: A Regional Approach to PK12 and University

Collaboration26 Carrie Mitchell & Kelly Cichy Siena Height University: Institutionalizing CEEDAR Work in

Clinical Experiences and the Education Core27 Laurie Daily & Kathleen Cook Augustana University28 Susan Curtin Cultural Responsiveness in South Dakota: Scaling Up Through

Collaboration, Engagement, Education, Development, and Response to Local Needs

29 Cheryl Wold & Gayle Bortnem CEEDAR Work at Northern State University30 Linda Turner South Dakota: State and IHE Partnerships31 June Hornsby Exploring and Integrating Evidence-Based Practices (EBPs):

William Carey University32 Corlis Snow & Tim Watkins Delta State University33 Enjolia Farrington Navigating the Waters of Tiered Certification34 Kate Zimmer, Pam Wetherington, &

Dashaunda PattersonCreating a Professional Learning Plan: Lesson Learned

35 Kate Zimmer & Megan Adams Enhancing the Preparation of Teacher Candidates and Leaders: Lesson Learned

36 Bob Michael & Carla Tanguay It’s All About the Data37 Sheryl Cowart Moss, Toni Franklin,

Megan Adams, & Kristy BrownA Reform State of Mind: Approaches to Improve Educator Preparation

38 David Cihak, Barbara Stengel, Jennifer Jordan, Ernest A. Rakow, & Amanda Vance

Tennessee High-Leverage Practices Needs Assessment Survey

39 Jennifer Nelson, Linda Page, & Tie Hodack

Partnering in Tennessee: Ensuring All Teachers and Leaders Are Prepared to Support All Learners Through RTI

40 Kim Paulsen & Blake Shearer Preparing EPP Faculty to Meet the RTI and Special Education Framework Policies

POSTER SESSION CONTINUED

25

# Presenter(s) Title41 Trent Atkins, Daniel Lee & Morgen

AlwellPreparing Inclusive Leaders in Montana

42 Estee Aiken, Susan Bailey-Anderson, Trent Atkins, Jayne Downey, Jeremiah Gee, Natalee Hawks, Laura Straus, Angel Turoski, Rachael Waller, Susan Harper-Whalen, & Cathy Ziebarth

Montana CEEDAR Initiative: Enhancing Practices, Partnerships, and Programs Across Montana

43 Randy De Pry, Chris Pinkney, & Anita Bright

Portland State University Steps for Sustaining the Effort

44 Lauren Matlach, Karen Swoboda, Cara Fasy, Melissa Denton, Emily Klein, Barbara Vigeant, Jenny Remka, Christina Amanti, Sue Dell, & Teri Marx

CEEDAR Highlights in Rhode Island

45 Malynda Tolbert & Linda Sorensen Professional Development, Collaboration, and Scaling Up at the University of Utah

46 Utah SLT members Leveraging Collaboration for Personnel Preparation in Utah

POSTER SESSION CONTINUED

26

PAUL LEMAHIEU is the Senior Vice President for Programs and Operations at the Carnegie Foundation for the Advance-ment of Teaching and is a graduate faculty member in the College of Education at the University of Hawai‘i – Mānoa. His scholarly interests focus on analytics that support the improvement of practice, educational assessment and accountability and classroom learn-ing and the professional development and policy environments that support it. Previously, LeMahieu served as Superintendent of Education for the State of Hawai‘i, the chief educational and executive officer of the only state system in the United States that is a unitary school district, serving nearly 190,000 students with annual operating and capital budgets totaling more than $1,800,000,000. From 2002 to 2010, LeMahieu was Director of Research and Evaluation for the National Writing Project at the University of California, Berkeley.

LeMahieu has published extensively on issues as diverse as testing policy and practice, educational accountability, issues in data analysis and use, staff development, school effectiveness, nontraditional work roles for women, minority achievement issues, science education, and vocational education. His most recent publications have focused on the adaptation and application of improvement science into educational settings in the form of Networked Improvement Communities, this work having been summarized in a book that he co-authored, Learning to Improve: How America’s Schools Can Get Better at Getting Better (2015). Most recently, he is the lead author of the volume, Working to Improve: Seven Approaches to Quality Improvement in Education (2017).

FEATURED SPEAKER BIOS

TUESDAY

KATHLEEN RYAN JACKSON is an Implementation Specialist with the National Implementation Research Network at the Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill. She provides intensive imple-mentation-informed support to state, regional, and local educational agencies through her work with the State Implementation and Scaling-Up of Evidence-Based Practices. At the University of Oregon, she was a supervisor for the Special Education Teacher Licen-sure Program and a state coordinator for the Effective Behavioral and Instructional Support System Initiative at the Center for Teach-ing and Learning. She also served as a teacher, secondary school administrator, and outreach coordinator for the Northwest PBIS Network. Kathleen is passionate regarding the co-creation of a collective commitment to accountability using the research evidence from Implementation Science. Throughout her career, she has strived to ensure that all students, staff, and parents access equitable systems of support so they receive the services they require to fulfill their lifelong goals.

MARQUITA GRENOT-SCHEYER has served in a number of leadership roles. She currently serves as Assistant Vice Chancellor, Teacher Education and Public School Programs, The California State University, Office of the Chancellor. In this posi-tion, she is responsible for leading, coordinating, and expediting system-wide efforts to recruit and prepare teachers, counselors, and school leaders; improving the quality of educators prepared across the 23-campus system; and coordinating programs and support to P-18 programs. Prior to this appointment, she served as Dean of the College of Education at California State University, Long Beach, Associate Dean of Graduate Studies and Research, and Program Coordinator for both the master’s program in special education and the Special Education Credential program. She joined the faculty in the college in 1988.

Dr. Grenot-Scheyer’s current work is focused on collaborative teacher preparation models to support student success. She has pub-lished numerous articles and book chapters in the areas of severe disabilities, inclusive models of education, and culturally responsive teacher preparation and is co-editor of the books, At the End of the Day: Lessons Learned in Inclusive Education (Paul H. Brookes, 1998, 2001) and Making Friends: The Influences of Culture and Development (Paul H. Brookes, 1998).

27

FEATURED SPEAKER BIOS CONTINUED

MONIKA WILLIAMS SHEALEY is a professor and Dean of the College of Education at Rowan University in Glass-boro, New Jersey. Prior to her appointment as Dean in 2013, Dr. Shealey served as the Associate Dean for Teacher Education at the University of Missouri, Kansas City. Dr. Shealey began her career in education as a special education teacher in St. Petersburg, Florida. She received her BS in Specific Learning Disabilities and MA in Varying Exceptionalities from the University of South Florida. She received an EdS in Reading and Learning Disabilities from the University of Miami and a PhD in Education with a specialization in Exceptional Student Education from the University of Central Florida. Dr. Shealey has published numerous articles and book chapters devoted to examining issues of diversity and equity in special education as well as the experiences of Black women in teacher educa-tion and leadership. Dr. Shealey is the co-editor of the Multiple Voices for Ethnically Diverse Exceptional Learners Journal.

JANE WEST is a former teacher and education administrator, a visiting professor at the University of Maryland and policy ad-visor to several national education organizations, including the American Association of Colleges for Teacher Education (aacte.org), the National Network of State Teacher of the Year (nnstoy.org), the Higher Education Consortium for Special Education (hecse.net), and the Teacher Education Division of the Council for Exceptional Children (tedcec.org). For eight years, she led AACTE’s advocacy and policy work as Senior Vice President. In the mid 1980s, she worked as senior education advisor on the United States Senate Com-mittee on Health, Education, Labor, and Pensions where she led the national effort to craft multiple federal education statutes.

West’s scholarship focuses on analyzing education policy and effective strategies for professionals to ensure that their expert practice and scholarship influence national education policy. As co-editor of a recent special issue of Teacher Education for Special Education, she has articulated a powerful analysis of effective advocacy for educators (tes.sagepub.com/site/misc/Index/Podcasts.xhtml). Her extensive publications and national keynote lectures bring education policy to life for teachers and researchers alike.

WEDNESDAY

DANIEL PYLE is an assistant professor in the Department of Teacher Education at Weber State University. Prior to arriving at Weber State University, Dan completed a post-doctoral fellowship at San Diego State University. Dan earned his PhD at Utah State University in the Special Education and Rehabilitation department. He has worked as a special education inclusion support teacher in secondary schools for 12 years of which he has had the unique opportunity to open a fully inclusive, comprehensive high school in southeast San Diego, California. His research interests include peer-mediated interventions, Multi-Tiered Systems of Supports (MTSS) and evidence-based instructional supports and services to improve academic and behavioral outcomes for secondary stu-dents with disabilities accessing general education settings.

CADE CHARLTON is an assistant professor at Brigham Young University in the Department of Counseling Psychology and Special Education. His research interests include the design and development of performance feedback within Multi-Tiered Systems of Supports, strategies for improving support for the implementation of empirically-supported treatments, professional learning com-munities, and systems change. Cade received his doctorate from the Disability Disciplines program at Utah State University and an MBA from the Huntsman School of Business. He is an active member of the Utah Multi-Tiered System of Supports (UMTSS) State-Implementation Team and continues to work with priority schools as a School Support Team (SST) member throughout the state.

THURSDAY

28

Scott Ross directs the Office of Learning Supports (OLS) for the Colorado Department of Education, which is responsible for advancing a Multi-Tiered System of Supports (MTSS) in the state. Previously, Dr. Ross was an Assistant Professor in the Department of Special Education and Rehabilitation at Utah State University where he taught coursework in direct instruction, curriculum development, classroom and behavior management, coaching, and systems change. Dr. Ross is also the author of the Bullying Prevention in Positive Be-havior Support curriculum and corresponding empirical analyses, for which he received the Initial Research of the Year award in 2010 from the Association of Positive Behavior Support. Dr. Ross has published and reviewed extensively for education journals, including Journal of Applied Behavior Analysis, School Psychology Quarterly, Teaching Exceptional Children, and the Journal of Positive Behavior Support.

Joey Hassel has been an educator in Tennessee for almost 25 years. He received his bachelor’s degree in special education from Lambuth University in Jackson, Tennessee, and his master’s degree in educational leadership from Trevecca Nazarene University in Nashville, Tennessee. During his career, he has served as a special education teacher at the elementary and secondary levels, middle school assistant principal, high school principal, superintendent, and assistant commissioner of education. From January 1, 2013 to June 30, 2016, Mr. Hassell served as Assistant Commissioner of Special Populations and Student Support for the Tennessee Department of Education (TDOE). At the TDOE, Hassell and his team implemented a holistic approach to aligning services for all students. He promoted policies that demanded high expectations, created access to general education curriculum, and leveraged appropriate supports to meet the academ-ic and non-academic needs of students with disabilities. In his current role, Mr. Hassell is principal of Ripley High School in Lauderdale County, Tennessee; however, he will return to the superintendency on July 1 in Haywood County Schools, Tennessee.

29

NEARBYRESTAURANTS

Restaurant Address Type of Food Price ($-$$$$)Westin Michigan Avenue 909 N Michigan Ave. Hotel $$

The Signature Room at the 95th 875 N Michigan Ave. American $$$$

The Cheesecake Factory 875 N Michigan Ave. American $$

Ditka’s Restaurant Chicago 100 E Chestnut St. American/Bar $$$

Café Spiaggia 980 N Michigan Ave. Italian $$$

Frankie’s Scaloppine 900 N Michigan Ave. Italian $$

Doc B’s Fresh Kitchen 100 E Walton St. Seasonal American $$$

Le Colonial Chicago 937 N Rush St. French-Vietnamese $$$

Fig & Olive 104 E Oak St. Mediterranean $$$

Velvet Taco Chicago 1110 N State St. Specialty Tacos $

The Grill on the Alley 909 N Michigan Ave. Steakhouse $$$

Mity Nice Bar and Grill 835 N Michigan Ave. American $$

Francesca’s on Chestnut 200 E Chestnut St. Italian $$

Southern Cut Barbeque 198 E Delaware Pl. Barbeque $$

Wow Bao 835 N Michigan Ave. Chinese $

Mei’s Corner 105 E Delaware Pl. Asian $$

McCormick & Schmick’s 41 E Chestnut St. Seafood/Steaks $$-$$$

Cafecito 215 E Chestnut St. Cuban/Sandwiches $

Jake Melnick’s Corner Tap 41 E Superior St. Wings/Bar $$

Gino’s East 162 E Superior St. Pizza $$

Giordano’s 730 N Rush St. Pizza $$

30

MEETING ROOMLAYOUT

SIXTHTEENTH FLOOR

FIFTH FLOOR

THIRD FLOOR

1. CHICAGO BALLROOM

2. CHICAGO I

3. CHICAGO II

4. CHICAGO FOYER

1. ADDISON

2. SHEFFIELD

3. WAVELAND

1. MILLENNIUM PARK

2. GRANT PARK FOYER

3. GRANT PARK

4. GARFIELD PARK

5. PARKS BOARDROOM

6. MARQUETTE PARK

7. JACKSON PARK

8. BURNHAM PARK

9. WASHINGTON PARK I

10. WASHINGTON PARK II

11. LINCOLN PARK

2

3

4

1

3

1

2

SECOND FLOOR

1. MICHIGAN BALLROOM

2. SUPERIOR WEST

3. HURON

4. SUPERIOR EAST

5. ERIE

6. ONTARIO

7. GREAT LAKES BALLROOM

8. PREFUNCTION

9. GREAT LAKES FOYER

2

3

1

7

9

5

6

4 8

9

7

65

43

2 1

118

10

31

PARTICIPANTS

State Affiliation Name Email

Arizona

Arizona Department of Education

Jeni Huber [email protected]

Arizona Department of Education

Tracey Sridharan [email protected]

Arizona State University Carl Hermanns [email protected]

Arizona State University Kathleen Puckett [email protected]

Arizona State University Liz Frias [email protected]

Northern Arizona University Pam Powell [email protected]

Pima Community College Rebecca Cohen [email protected]

Rio Salado College Beth Hoffman [email protected]

Rio Salado College Jennifer Gresko [email protected]

California

Brandman University Lynn Larsen [email protected]

California Commission on Teacher Credentialing

Teri Clark [email protected]

California State Department of Education

Kristin Wright [email protected]

California State University, Long Beach

Shireen Pavri [email protected]

California State University, Los Angeles

Kimberly Persiani [email protected]

CalState TEACH Sharon Russell [email protected]

Fresno State Cathy Yun [email protected]

Fresno State Lisa Bennett [email protected]

Loyola Marymount University Manuel Ponce [email protected]

San Fransisco State University Janelle Lawson [email protected]

San Fransisco State University Josie Arce [email protected]

San Fransisco State University Maika Watanabe [email protected]

32

State Affiliation Name EmailCalifornia San Fransisco State University Nancy Robinson [email protected]

Colorado

Colorado Department of Education

Faye Gibson [email protected]


Mary Bivens [email protected]


Scott Ross [email protected]


Toby King [email protected]


Wendy Sawtell [email protected]

Metropolitan State University of Denver

Ellen Spitler [email protected]

University of Colorado, Colorado Springs

Barbara Frye [email protected]

University of Colorado, Colorado Springs

Margaret Scott [email protected]

University of Northern Colorado

Corey Pierce [email protected]

University of Northern Colorado

Eugene Sheehan [email protected]

Connecticut

Central Connecticut State University

Joan Nicoll-Senft [email protected]


Laura T. Jacobson [email protected]


Megan Mackey [email protected]


Shelly Jones [email protected]

Connecticut Department of Education

Georgette Nemr [email protected]

Connecticut Department of Education

Shannon Marimón [email protected]

Glastonbury Public Schools Rosemary Tralli [email protected]

Southern Connecticut State University

Angela Lopez-Velasquez

[email protected]

Southern Connecticut State University

Louise Spear-Swerling

[email protected]

PARTICIPANTS CONTINUED

33


Florida

Florida College of Integrative Medicine

Zoe Mahoney [email protected]

Florida Department of Education

Beth Moore [email protected]

Florida Department of Education

Judy White [email protected]

St. Petersburg College Sue Blanchard [email protected]

University of Central Florida Mary Little [email protected]

University of West Florida Jennifer Mesa [email protected]

University of West Florida Stacie Whinnery [email protected]

Georgia

Columbus State University Greg Blalock [email protected]

Columbus State University Toni Franklin [email protected]

Georgia Department of Education

Debbie Gay [email protected]


Karen J. Wyler [email protected]


Zelphine Smith-Dixon

[email protected]

Georgia Professional Standards Commission

Enjolia Farrington [email protected]

Georgia Professional Standards Commission

Kristy Brown [email protected]

Georgia State University Carla Tanguay [email protected]

Georgia State University Day Patterson [email protected]

Georgia State University Sheryl Cowart Moss [email protected]

Kennesaw State University Corrie Davis [email protected]

Kennesaw State University Kate Zimmer [email protected]

Kennesaw State University Megan Adams [email protected]

University of North Georgia Susan Brandenburg [email protected]

University of West Georgia Laura Smith [email protected]

University System of Georgia Bob Michael [email protected]

University System of Georgia David Fuller [email protected]


34


HawaiiUniversity of Hawaii at Manoa Jessica Miranda [email protected]

University of Hawaii at Manoa Lysandra Cook [email protected]

Illinois

Illinois State Board of Education

Amy Cosgriff [email protected]

Illinois State Board of Education

Tina Dimmitt-Salinas [email protected]

Illinois State University Jill Donnel [email protected]

Illinois State University Kelli Appel [email protected]

Loyola University Hank Bohanon [email protected]

National Louis University Jack Denny [email protected]

National Louis University Kate Zilla [email protected]

National Louis University Madi Phillips [email protected]

Kentucky

Jefferson County Public Schools

Karen Branham [email protected]

Jefferson County Public Schools

Susan Price [email protected]

Jessamine County Schools Michele Reynolds [email protected]

Kentucky Department of Education

Ben Boggs [email protected]

Kentucky Department of Education

Molly Bowen [email protected]

Thomas More College Christy Petroze [email protected]

Thomas More College Dee Allen [email protected]

University of Kentucky Kim White [email protected]

University of Kentucky Laurie Henry [email protected]

University of Kentucky Lu Young [email protected]

University of Louisville Amy Lingo [email protected]

University of Louisville Lori Norton-Meier [email protected]

MaineMaine Department of Education

Angel Loredo [email protected]

University of Maine Deborah Ellis [email protected]

35


Michigan

Grand Valley State University Paula Lancaster [email protected]

Michigan Department of Education

Jan Weckstein [email protected]


Joanne Winkelman [email protected]


Kelli Cassaday [email protected]


Steve Goodman [email protected]


Teri Chapman [email protected]

Northern Michigan University Joe Lubig [email protected]

Siena Heights University Kelly Cichy [email protected]

Western Michigan University Deanna Roland [email protected]

MinnesotaMinnesota State University Jean Haar [email protected]

Minnesota State University Kyena Cornelius [email protected]

Mississippi

Delta State University Corlis Snow [email protected]

Delta State University Leslie Griffin [email protected]

Delta State University Tim Watkins [email protected]

Mississippi Department of Education

Cory Murphy [email protected]


Gretchen Cagle [email protected]


Paula Vanderford [email protected]

University of Mississippi Dennis Bunch [email protected]

University of Mississippi Nichelle C. Robinson [email protected]

William Carey University June Hornsby [email protected]

William Carey University Mark Yeager [email protected]

William Carey University Sue Whitcomb [email protected]


36


Missouri

Avila University Sue Ellen McCalley [email protected]

Missouri Baptist University Melanie Bishop [email protected]

Missouri Baptist University Susan Hladky [email protected]

Missouri Council of Administrators of Special Education (MO-CASE)

Carrie Turner [email protected]

Missouri Department of Education

Margery Tanner [email protected]

Missouri Department of Education

Susan Hodges [email protected]

University of Central Missouri Lisa Robbins [email protected]

University of Central Missouri Nicky Nickens [email protected]

University of Missouri, St. Louis

April Regester [email protected]

University of Missouri, St. Louis

Nancy Singer [email protected]

Montana

Montana Department of Education

Natalee Hawks [email protected]

Montana Higher Education Consortium

Angel Turoski [email protected]

Montana State University Cathy Ziebarth [email protected]

Montana State University Jayne Downey [email protected]

Montana State University, Billings

Jeremiah Gee [email protected]

Montana State University, Billings

Rachael Waller [email protected]

University of Montana Trent Atkins [email protected]

University of Montana, Western

Estee Aiken [email protected]

University of Montana, Western

Laura Straus [email protected]

Nevada

Great Basin College Teresa Stauffer [email protected]

Lyon County Schools Marva Cleven [email protected]

Nevada Department of Education

Julie Bowers [email protected]

37


Nevada


Maria Sauter [email protected]


Matt Borek [email protected]


Will Jensen [email protected]

Nevada State College Roberta Kaufman [email protected]

University of Nevada, Las Vegas

James Kenyon [email protected]


Joseph Morgan [email protected]


Linda Quinn [email protected]


Nancy Brown [email protected]

University of Nevada, Reno MaryAnn Demchak [email protected]

University of Nevada, Reno Melissa Burnham [email protected]

New Hampshire

Franklin Pierce University Alana Mosley [email protected]

New Hampshire Department of Education

Bill Ross [email protected]


Karen Soule [email protected]


Mary Lane [email protected]


Nicole Heimark [email protected]

Plymouth State University Megan Birch [email protected]

Saint Anselm College Laura Wasielewski [email protected]

University of New Hampshire Vincent Connelly [email protected]

Upper Valley Educators Institute

Page Tompkins [email protected]

Windham School District Joann Misra [email protected]

Ohio

Buckeye Association of School Administrators

Jim Gay [email protected]

Former Ohio Department of Education

Rebecca Watts [email protected]


38


Ohio

Marietta College-Ohio Dottie Erb [email protected]

Ohio Department of Education Immy Singh [email protected]

Ohio Department of Education Jessica Dawso [email protected]

Ohio Department of Education Jessica Mercerhill [email protected]

Ohio University Aimee Howley [email protected]

Shawnee State University Paul Madden [email protected]

University of Cincinnati Steve Kroeger [email protected]

Youngstown State University Mary Lou DiPillo [email protected]

Oregon

Oregon Department of Education

Rae Ann Ray [email protected]


Sarah Drinkwater [email protected]


Stella Brown [email protected]

Portland State University Chris Pinkney [email protected]

Portland State University Randall De Pry [email protected]

University of Oregon Dianna Carrizales-Engelmann

[email protected]

University of Oregon Julie Wren [email protected]

Western Oregon University Katrina Hovey [email protected]

Western Oregon University Maria Peterson-Ahmad

[email protected]

Marylhurst University Courtney Vanderstek [email protected]

Rhode Island

Johnson & Wales University Karen Swoboda [email protected]

Providence College Barbara Vigeant [email protected]

Rhode Island College Cara McDermott-Fasy

[email protected]

Rhode Island College Sue Dell [email protected]

Rhode Island Department of Education

Emily Klein [email protected]

Rhode Island Department of Education

Lauren Matlach [email protected]

39


Rhode Island

Westerly Public Schools Christina Amanti [email protected]

Westerly Public Schools/Johnson and Wales University

Melissa Denton [email protected]

Woonsocket School District Jenny Remka [email protected]

South Dakota

Augustana University Kathleen Cook [email protected]

Augustana University Laurie Daily [email protected]

Northern State University Cheryl Wold [email protected]

Northern State University Kelly Duncan [email protected]

South Dakota Department of Education

Ann Larsen [email protected]


Becky Nelson [email protected]


Linda Turner [email protected]

University of South Dakota Susan Curtin [email protected]

Tennessee

Tennessee Department of Education

Allison Davey [email protected]


Blake Shearer [email protected]


Susan P. Jones [email protected]

University of Memphis Jennifer Nelson [email protected]

University of Memphis Linda Page [email protected]

University of Memphis Will Hunter [email protected]

University of Tennessee David Cihak [email protected]

University of Tennessee Jennifer Jordan [email protected]

University of Tennessee Susan Benner [email protected]

Vanderbilt University Barbara Stengel [email protected]

Vanderbilt University Kim Paulsen [email protected]


40


Utah

Brigham Young University Cade Charlton [email protected]

Davis School District Adam D. King [email protected]

University of Utah Linda Sorensen [email protected]

University of Utah Malynda Tolbert [email protected]

Utah Department of Education Glenna Gallo [email protected]

Utah State University Benjamin Lignugaris-Kraft

[email protected]

Utah Valley University Stan Harward [email protected]

Weber State University Dan Pyle [email protected]

Westminster College Lowell Oswald [email protected]

Utah Department of Education Leah Voorhies [email protected]

Wisconsin

University of Wisconsin-Parkside

Jody Siker [email protected]

University of Wisconsin-Parkside

Nancy Whitaker [email protected]

41

Affiliation Name EmailUF CEEDAR Ahhyun Lee [email protected]

UF CEEDAR Alexandria Harvey [email protected]

UF CEEDAR Amber Benedict [email protected]

UF CEEDAR Andrew Hudson [email protected]

UF CEEDAR Chris Gomez [email protected]

UF CEEDAR Erica McCray [email protected]

UF CEEDAR James McLeskey [email protected]

UF CEEDAR Jonte Myers [email protected]

UF CEEDAR Kelly Acosta [email protected]

UF CEEDAR Linda Blanton [email protected]

UF CEEDAR Marty Hougen [email protected]

UF CEEDAR Mary Brownell [email protected]

UF CEEDAR Matt Seitz [email protected]

UF CEEDAR Meg Kamman [email protected]

UF CEEDAR Nancy Corbett [email protected]

UF CEEDAR Paul Sindelar [email protected]

UF CEEDAR Shari Ostovar [email protected]

UF CEEDAR Vicki Tucker [email protected]

AIR Abigail Foley [email protected]

AIR Clairee Bahr [email protected]

AIR Danielle Shaw [email protected]

AIR Dia Jackson [email protected]

AIR Elaine McNulty Knight [email protected]

AIR Jenny DeMonte [email protected]


CEEDAR Staff

42

AIR Joe Harris [email protected]

AIR Judi Littman [email protected]

AIR Kat Pfannenstiel [email protected]

AIR Laura Berry Kuchle [email protected]

AIR Lauren Artzi [email protected]

AIR Linda Cavazos [email protected]

AIR Lindsey Hayes [email protected]

AIR Lois Kimmel [email protected]

AIR Lynn Holdheide [email protected]

AIR Stacy Rush [email protected]

AIR Teri Marx [email protected]

AIR Tessie Rose Bailey [email protected]

CCSSO Johnny Collett [email protected]

CCSSO Kaylan Connally [email protected]

CCSSO Mary-Dean Barringer [email protected]

CCSSO Saroja Warner [email protected]

CCSSO Tim Dove [email protected]

KU Liz Meitl [email protected]

KU Melinda Leko [email protected]

KU Suzanne Robinson [email protected]

43

Affiliation Name EmailAmerican Association of Colleges for Teacher Education

Jane West [email protected]

American Association of Colleges for Teacher Education

Tim Finklea [email protected]

Council of Administrators of Special Education Luann Purcell [email protected]

Council for Exceptional Children Carol Serrano [email protected]

Council for Exceptional Children Deb Ziegler [email protected]

Council for Exceptional Children Celeste Willis-Jackson [email protected]

National Association of State Directors of Teacher Education and Certification

Phillip Rogers [email protected]

National Governors Association Danny Carlson [email protected]

National Council of Professors of Educational Administration

Marc Shelton [email protected]

State Implementation & Scaling-Up of Evidence-Based Practices Center

Kathleen Ryan Jackson [email protected]

Teacher Education Division of CEC Marcie Rock [email protected]

Teacher Education Division of CEC Mel Sullivan-Walker [email protected]

Teacher Education Division of CEC Jennie L. Jones [email protected]

University Council for Educational Administration David DeMatthews [email protected]

University Council for Educational Administration Michelle Young [email protected]

University Council for Educational Administration Barbara Pazey [email protected]

University of Washington Tom Bellamy [email protected]


Partners

44

Affiliation Name EmailAssistant Professor, Brigham Young University

Cade Charlton [email protected]

Superintendent-Elect, Haywood Schools Joey Hassell [email protected]

Senior Vice President, Carnegie Foundation for the Advancement of Teaching

Paul LeMahieu [email protected]

Assistant Vice Chancellor, California State University System

Marquita Grenot-Scheyer [email protected]

Implementation Specialist, National Implementation Research Network

Kathleen Ryan Jackson [email protected]

Assistant Professor, Weber State University Dan Pyle [email protected]

Director, Office of Learning Supports Scott Ross [email protected]

Dean, Rowan University Monika Williams Shealey [email protected]

Consultant, American Association of Colleges for Teacher Education

Jane West [email protected]

Featured Speakers

Name EmailBonnie Jones [email protected]

David Guardino [email protected]

OSEP Project Officers

Affiliation Name EmailProfessor, Virginia Tech University Bonnie Billingsley [email protected]

Associate Dean, Georgia State University Joyce Many [email protected]

Professor and Horace Mann Endowed Chair, Buffalo State University

Larry Maheady [email protected]

Breakout Leaders

45

Day 2: June 28, 2017

Opening Session: Sustainability & scale-up: How can we get better at getting better? 3:00pm-4:30pm Presenters: Paul LeMahieu (keynote), Kathleen Ryan Jackson, Marquita Grenot-Scheyer

Notes

Sustainability & Scale-Up Planning: State Team

Sustainability & Scale-Up Planning: My Agency

PARTICIPANTWORKBOOK

Opening Session: Setting the Stage for Sustainability and Scale-Up 3:00pm-4:30pm Presenters: Paul LeMahieu (keynote), Kathleen Ryan Jackson, Marquita Grenot-Scheyer

46

Day 1: June 28, 2017

State Team Time 4:30pm-5:30pm

Notes

My Action Items

Action Items for Others

47

Day 2: June 28, 2017

Notes



Early-Bird Session: Learner-Ready Teachers 7:30am-8:20am Presenter: Kaylan Connally

48

Day 2: June 28, 2017

Notes



Morning Session: What Does a College of Education Focused on Addressing Issues of Social Justice and Equity Look Like? 8:50am-9:20am Presenter: Monika Williams Shealey

49

Notes


Sustainability & Scale-up Planning: My Agency

Day 2: June 28, 2017

Morning Breakout Sessions 9:30am-11:30am

50

Day 2: June 28, 2017

Notes

My Action Items


State Team Time 11:15am-1:00pm

51

Notes



Day 2: June 28, 2017

Afternoon Breakout Sessions 1:15pm-2:45pm

52

Day 2: June 28, 2017

Notes

My Action Items


State Team Time 3:30pm-4:45pm

53

Notes



Day 2: June 28, 2017

Afternoon Session: National Education Policy: How Can Education Stakeholders Engage? 5:00pm-5:30pm

54

Day 2: June 28, 2017

Notes

Extra Note Space

55

Notes



Morning Session: Considerations for Scaling and Sustaining MTSS: What Helps? What Hinders? 8:00am-8:45am Presenters: Cade Charlton, Daniel Pyle, Scott Ross

Day 3: June 29, 2017

56

Breakout Sessions 9:00am-10:30am

Notes



Day 3: June 29, 2017

57

Notes

My Action Items


State Team Time 10:45am-12:45pm

Day 3: June 29, 2017

58

Notes



Closing Session 1:15pm-2:15pm Presenter: Joey Hassel

Day 3: June 29, 2017

59

Download this workbookon the NIC or the conference website

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CROSS-STATE CONVENING€¦ · No official endorsement by the U.S. Department of Education of any product, commodity, ... Tom Bellamy, Sheryl Moss, Kaylan Connally (CCSSO) Cross-Institutional

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