ICASE Spring 2016 Conference
February 2-5, 2016
Sheraton at Keystone, Indianapolis
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Breakout Sessions Assignments
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Breakout Descriptions
AGENDA
ALL LISTED TIMES ARE EASTERN
TUESDAY, February 2, 2016
4:00 – 6:00
Governmental Affairs Committee Meeting Suite 15
WEDNESDAY, February 3, 2016
9:00 – 3:00
Executive Committee Meeting Suite 15
3:00 – 5:00
Membership Committee Meeting Suite 15
THURSDAY, February 4, 2016
7:30 – 8:30
Buffet Breakfast and Registration Plaza Ballroom
8:30 – 10:00
Welcome by Megan Ahlers, ICASE President
Keynote Address: Pam Crooke-Social Thinking
(Learn more about the Keynote below)
10:00 – 10:15
Morning Break and Vendor Time
10:15 – 11:30
Breakout Session #1 (see assignments-click here)
11:30 – 12:45
Lunch and Vendor Time Plaza Ballroom
12:45 – 2:00
Breakout Session #2
2:00 – 3:15
Afternoon Break
Roundtable Meetings/Vendor Time
3:15 – 4:30
Breakout Session #3
4:30 – 6:00
ICASE Social (at the Sheraton) Keystone Lounge
Sponsored by TeachTown
5:30 – 7:00
Past President's Reception Suite 15
FRIDAY, February 5, 2016
8:00 – 9:00
Buffet Breakfast Plaza Ballroom
8:00 – 9:00
Professional Development Committee Suite 2
8:00 – 9:00
Cooperative Director’s Dialogue Suite 3
8:00 – 9:00
Providing Services in Alternative Settings for Behavior Suite 4
9:00 – 12:15
ICASE Business Meeting and Reports Plaza Ballroom
Break/Vendor Prize Give-Away
INDOE Report and Update:
Pam Wright, Director of Special Education,
Indiana Department of Education.
12:15
Adjourn
Sheraton at Keystone Indianapolis
We have our own ICASE Passkey weblink for room reservations at the Sheraton. Reservations cutoff date is January 8th at 5pm.
Click Here - to make your reservation online!
Connect to the Sheraton_Meeting wireless network.
Access Code is:
ICASE2016
HANDOUTS
Click on each link needed below:
Clagg et. al. - Dear Colleague Letters
Conrad et. al. - Legal Issues Involving Student with Autism Specturm Disorder
Traynor-Chastain et. al. - Practical Strategies for Avoiding Due Process
Madsen et. al. - eLearning: Making Sure No Child is Left Behind
Online link: CLICK HERE
Google Drive: CLICK HERE
Pratt et. al. - Autism and Mental Health:
Issues and Ideas Systems of Care
Sievers-Coffer et. al. - Disproportionality & Risk Ratios Make Me Want to Pull My Hair Out
Bell et. al. - Compliance Training: Balancing Federal and
State Compliance with Positive Service Delivery
Kerschner et. al. - Navigating the Journey to Behavioral Change - HANDOUTS
Kerschner et. al. - Navigating the Journey to Behavioral Change - SLIDES
Kerschner et. al. - HANDOUT #2
Kerschner et. al. - HANDOUT #3
Ochoa et. al. - Connecting Juveniles with Disabilities to Undergraduate Mentors & School Resource Officers to Improve Community Reentry Outcomes
Ochoa et. al. - Handout #2
Stillman - Beating Bullying: Effectively Responding to Child Find, FAPE & LRE Issues for Students with Disabilities
Stillman - When Parents say “No”:
Responding to Revocation of Consent
Wyndham et. al. - Collaborating for Success - Building a Transition Program that Works
KEYNOTE ADDRESS
Title: Socially Thinking - Practically Speaking: The social mind at work and play
Description: Is it still enough to simply infuse and model good social "skills" in our classrooms? After all, generations of students have mastered the social world without a specialized social (or emotional) curriculum. Interestingly, administrators, teachers and staff are reporting a change in the baseline skills of students entering into schools around the globe – both in general and special education settings. Surviving the boring moment, suppressing the blurt, and knowing how to join the group should be considered as critical for success in school as language arts and math. But we aren’t there yet. The educational standards, when viewed with the right lens, provide a pathway for justifying targeted strategies for those students who excel in their science smarts, but struggle with social smarts. In this brief talk we will explore why it’s not enough to simply teach social rules and basic skills for some individuals with social learning issues. Instead, many of our students need a deeper reason for why we are all expected to use social skills and share physical space effectively. The Social Thinking® methodology allows for exploration of the basic underpinnings of the social mind, while providing ideas for teaching common sense strategies for negotiating the ever-changing social world. Skills needed by ALL students not only in achieving academic success, but also for success in adulthood and life in general.
BIO: Pamela J. Crooke is the Chief of Operations and Senior Therapist for Social Thinking. Prior to joining the team in San Jose, she coordinated the Autism interdisciplinary clinical services at the Tucson Alliance for Autism in Tucson, Arizona, served as a clinical and academic faculty member of three universities, and worked in the Arizona public schools for 15 years. Pam is a prolific speaker both here in North America and abroad, giving workshops, presentations, and training staff. She is on the board and/or is a member of a wide range of organizations related to social thinking and speech-language services, and has been the recipient of several grants and awards related to autism spectrum disorders. Pam has co-authored, with Michelle Garcia Winner, five award-winning books for young children teens and adults including the Autism Society of America Literary Book of the Year in 2012. Her most recent publications have focused on the uptake and implementation of social thinking concepts by special educators. Her current areas of interest include Practice-based research and Implementation Science.