Cross State Convening

ConnectUpdates via the website and Twitter

May 16, 2019Lexington, KY

louisville.edu/education/keep

# KYKEEP2019

KEEP SUMMIT

To empower current and future teachers and leaders through intentional experiences to implement and sustain evidence-based practices in supportive environments to ensure opportunity and equity for all learners.

OUR MISSION

To 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

2

Venue and General Information

Quick Agenda

Detailed Schedule

Poster Session Listing

Breakout Session Descriptions

Presenter Contact Information

Presenter/Panelist Bios

Participant Workbook

4

6

10

12

13

16

17

18

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. De-partment 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

3

HomeThe Westin Michigan Avenue ChicagoVENUEGatton Student Center, University of Kentucky 160 Ave of Champions Lexington, KY 40508 (859) 257-5781

LOUISVILLE.EDU/EDUCATION/KEEP

SUMMITWEBSITE

4

Amy Lingo amy.lingo@louisville.edu

Christy Petroze

(859) 240-0315christina.petroze@thomasmore.edu

(859) 361-6547

CONTACT US

Kera Ackerman

(859) 230-5111kera.ackerman@uky.edu

Shannon Frey

(502) 500-7970shannon.frey@louisville.edu

QUICK AGENDA

Time Session Location8:00-8:45 Registration and Networking Breakfast Ballroom A

9:00-9:10 Welcome and Introductions Ballroom A

9:10-10:00 Opening General Session Ballroom A

10:15-11:15 Morning Breakout Sessions Various Locations

11:30-12:45 Luncheon and Keynote Speaker Ballroom A

1:00-1:45 Poster Presentations and Networking Reception Social Staircase

2:00-3:00 Afternoon Breakout Sessions Various Locations

3:15-3:30 Closing Remarks and Next Steps Ballroom A

Thursday, May 16

6

Cross State ConveningCOLLABORATORSWe would like to extend a special thank you to those who

have worked to make this summit possible.

7

ff

8

ff

EVERY STUDENT DESERVES A CARING, COMPETENT, AND QUALIFIED TEACHER.

KENTUCKY KEEP AND CEEDAR WORK TOGETHER WITH OTHERS TO ENSURE THAT TEACHERS ARE PREPARED TO CREATE EQUITABLE, ACCESSIBLE CLASSROOM ENVIRONMENTS FOR ALL STUDENTS.

ALL TOGETHEREVERY STUDENTF

OR

9

SCHEDULEMAY 16, 2019

8:00am-8:45am Registration and Networking Breakfast Ballroom A

9:10am-10:00am Opening General Session Ballroom A

Panelists: Kim Johnson, Wayne Sizemore, Michelle Gadberry, Becky NixonFacilitator: Lu Settles Young

11:30am-12:45pm Luncheon and Keynote Speaker Ballroom A

Andrew Garland, The Opportunity Myth, and How Educator Preparation Can Help Fix It

1:00pm-1:45pm Poster Presentations and Networking Reception Social Staircase

9:00am-9:10am Welcome and Introductions Ballroom A

Kera Ackerman, Assistant Professor, University of KentuckyAmy Lingo, Interim Dean, College of Education and Human Development, University of Louisville

Voices from the Field: Directors of Special Education Panel Discussion about Developing Teacher Talent

10:15am-11:15am Morning Breakout Sessions

Room Presenter(s) Title

231 Robin Magruder Using Technology and Peer Assessment to Promote High Leverage Practices

330E Lewis Willian & David Riel Developing Culturally Responsive Teachers: Two Kentucky Perspectives

331 Sarah Merimee & Stephanie Hendrith

Evaluating Preservice Teachers’ Knowledge of the HLPs and Culturally Responsive Teaching

330C Christina Noel, Susan Keesey, & Nancy Hulan

Speaking Our Language: High-leverage Practices to Improve Clinical Collaboration

330AB Andrea Peach & Harold Peach Aligning Instructional Technology and HLPs: Working with Pre-Service Teachers to Effectively Use and Integrate Instructional Technology

10

3:15pm-3:30pm Closing Remarks and Next Steps Ballroom A

Kera Ackerman, Assistant Professor, University of KentuckyAmy Lingo, Interim Dean, College of Education and Human Development, University of Louisville

SCHEDULEMAY 16, 2019

2:00pm-3:00pm Afternoon Breakout Sessions

Room Presenter(s) Title

330AB Christy Petroze A Collaborative Story: Imagining New Statewide Perceptions of Teacher Training

231 Tessie Bailey & Lois Kimmel Resources to Support Pre-Service and In-Service Coursework

331 Kera Ackerman, Margaret Mohr-Schroder, & Kim Zeigler-White

KEEP UK: Identifying Issues and Implementing Solutions

330E Jim Feger Safety and Equity in Discipline: An Overview of Comprehensive Student Threat Assessment Guidelines

330C Robin Hebert & Erin Ashcraft Busting the Opportunity Myth: What is Our Role?

KENTUCKY TEAMCEEDAR CONVENING DENVER, APRIL 2019 11

# Presenter(s) Title1 Caroline Fitchett Making it Meaningful: Shared Reading Strategies for

Students with Autism Spectrum Disorder and Low Incidence Disabilities

2 Danna Green, Eve Proffitt, & Melissa Bell

Dyslexia: How You Can Support Struggling Students

3 Shannon Putman Virtual Reality: Using Cutting Edge Technology to Prepare Future Teachers

4 Todd Whitney & Kera Ackerman KEEP 2018 Survey Research5 Alexandra Taylor Choice as an Antecedent Intervention Provided to Children

with Emotional Disturbances6 Elizabeth Cassady An Examination of the Use of Reading Fluency Indicators to

Predict ACT Scores of First-Year College Students7 Veda Pendleton Red Shoes: Assessing Equity in Preparing Teachers8 Thomas Gross, Christina Noel, Grant

Hacherl, Taylor King, & Cibrian Johnson

Providing Families of Children with ASD High Quality Parent-Training Workshops

9 Shantel Crosby, Penny Howell, Elmedina Brkic, Sedekia Peter, Kaleb Clemons, Lydia McKinley, La’Que Newby & Mary Pippen

Teacher Candidates’ Perspectives on Trauma Informed Teaching

10 Sylvia Dietrich, Lynn Hines, Erin Margarella, & Kandy Smith

The Struggle Is Real: Real Teacher Educators + Real Practicing Teachers = Real Teacher Preparation

11 Susan Keesey, Antonia Szymanski, & Blair Thompson

Using Partners to Reimagine Undergraduate Teacher Training

12 Thomas Gross, Susan Keesey, Grant Hacherl, Sarah Richardson, & Christina Noel

Pre-service Teacher Training for Social, Emotional, and Behavioral Universal Screening

13 Jeffrey Silvers Integrating QR Codes in the Classroom

POSTER SESSION

12

MORNING BREAKOUTDESCRIPTIONS

USING TECHNOLOGY AND PEER ASSESSMENT TO PROMOTE HIGH LEVERAGE PRACTICES

During the 2018-2019 academic year, candidates in Elementary Mathematics Methods and Elementary Science Methods taught two lessons in P-5 classrooms. They recorded these sessions using a Swivl and then shared these recordings with small groups of preservice teachers and provided each other with formative feedback. Candidates additionally completed a survey and small group interview. Survey data and results of interviews will be shared in this session. This data demonstrates what candidates learned from the experience and how it increased their confidence as P-5 teachers.

DEVELOPING CULTURALLY RESPONSIVE TEACHERS: TWO KENTUCKY PERSPECTIVES

KEEP grant funds were used to provide classroom observation experiences for our pre-student teachers in a rural Appalachian district as well as an urban Louisville school. Candidates developed a deeper insight into the importance of teaching in a culturally responsive manner. Participants will view the Culturally Responsive Teaching walkthrough document used during classroom observations and share their own experiences related to culturally responsive teaching to provide feedback to help strengthen the observation instrument.

EVALUATING PRE-SERVICE TEACHERS’ KNOWLEDGE OF THE HLPS AND CULTURALLY RESPONSIVE TEACHING

The first component of this presentation focuses on ensuring that our SED curriculum teaches High Leverage Practices (HLPs). We had students develop an interactive poster through Google Drawing, which included text descriptions and video evidence of five assigned HLPs either implemented by their cooperating teacher or by themselves while teaching lessons. The second component addresses culturally responsive teaching. We provided students the opportunity to teach in a diverse environment that is unlike anything they will be exposed to in our local districts.

SPEAKING OUR LANGUAGE: HIGH-LEVERAGE PRACTICES TO IMPROVE CLINICAL COLLABORATION

Strong partnerships with area schools are critical in developing a sustainable clinical teaching model. One key component in these strong partnerships is a common language and shared vision between the schools, higher education community, and teacher candidates. High-Leverage practices (HLPs), the skills teachers need to be successful, provide a foundation for developing that vision and common language. This session explores how HLPs can be incorporated through shared training for all involved, and how that common language grows the clinical partnership.

ALIGNING INSTRUCTIONAL TECHNOLOGY AND HLPS: WORKING WITH PRE-SERVICE TEACHERS TO EFFECTIVELY USE AND INTEGRATE INSTRUCTIONAL TECHNOLOGY

By looking at the ISTE Student and Educator standards, and aligning them with HLPs, we will talk about how to work with pre-service teachers to ensure they have the knowledge of using EBP in technology. We will start by discussing the CEEDAR Innovation Configuration on the ‘Use Of Technology In The Preparation Of Pre-Service Teachers’ and then we will discuss ways of helping candidates learn effective technology integration. Example videos, technology apps/resources, and online learning opportunities will be shared.

13

A COLLABORATIVE STORY: IMAGINING NEW STATEWIDE PERCEPTIONS OF TEACHER TRAINING

This presentation will provide participants the opportunity to learn about Thomas More University’s implementation process of a continuous collaboration cycle involving general education High Leverage Practices with our P-12 teacher candidates and our Boone County School partners. Participants will be encouraged to ask clarifying questions and provide insight based on their own experiences with HLP’s, teacher trainings, and Higher Education partnerships throughout the session.

RESOURCES TO SUPPORT PRE-SERVICE AND IN-SERVICE COURSEWORK

Looking for resources to develop or supplement your coursework? This modeling session includes publicly available resources developed by national experts for higher education faculty and professional development providers. The purpose of the resources highlighted in this session is to enhance or supplement online and face-to-face coursework. The materials align with evidence-based practices and adult learning strategies. They can be adapted and customized to meet your context and needs.

KEEP UK: IDENTIFYING ISSUES AND IMPLEMENTING SOLUTIONS

This session will focus on the University of Kentucky’s efforts to engage their partner districts in discourse regarding equity and access for all students. Examples of how high leverage and evidence-based practices were more intentionally embedded into course work and clinical practice-based experiences from both the special education and elementary education departments will be shared. Participants in this session will share ways in which already existing partnerships, such as Clinical Advisory Councils, can be re-focused to engage in this work.

SAFETY AND EQUITY IN DISCIPLINE: AN OVERVIEW OF COMPREHENSIVE STUDENT THREAT ASSESSMENT GUIDELINES

Commonly known as "The Virginia Model," The Comprehensive Student Threat Assessment Guidelines (CSTAG), was formally recognized as an evidence-based program by the federal government’s National Registry of Evidence-based Programs and Practices in 2013. Schools using CSTAG not only reduce student violence, but significantly reduce or eliminate the disproportionate discipline of students with disabilities and African-American students. This is accomplished by providing a proactive, flexible, and positive framework for assessing and reducing risk of student violence.

BUSTING THE OPPORTUNITY MYTH: WHAT IS OUR ROLE?

The TNTP research study which resulted in The Opportunity Myth report revealed most students are not receiving adequate instruction to prepare them for the futures they are envisioning. The report calls on “all adults whose choices affect students’ experiences in school,” to make commitments to ensuring access to four key resources for student success. The department is leveraging these four key resources (grade-appropriate assignments, strong instruction, deep engagement, teacher high expectations) in professional learning across the field, from standards implementation to principal workshops, as well as KDE staff trainings and agency strategic planning.

AFTERNOON BREAKOUTDESCRIPTIONS

14

“Not everything that is faced can be changed. But nothing can be changed until it is faced.-James Baldwin

Educators in Kentucky work together to fight for equity and accessibility in our classrooms.

#KYKEEP19

15

Name Email AffiliationAndrea Peach apeach0@georgetowncollege.edu Georgetown College

Christina Noel  christina.noel@wku.edu Western Kentucky University

Christy Petroze christina.petroze@thomasmore.edu Thomas More College

David R. Riel david.riel@asbury.edu Asbury University

Erin Ashcraft erin.ashcraft@education.ky.gov KDE, Division of Educator Preparation, Assessment and Internship

Harold Peach harold_peach@georgetowncollege.edu Georgetown College

Jim Feger james.feger@jefferson.kyschools.us Greater Louisville Education Cooperative

Kera Ackerman kera.ackerman@uk.edu University of Kentucky

Kim Zeigler-White kim.white@uky.edu University of Kentucky

Lewis Willian lewis.willian@asbury.edu Asbury University

Lois Kimmel lkimmel@air.org CEEDAR Center

Margaret Mohr-Schroeder

m.mohr@uky.edu University of Kentucky

Nancy Hulan nancy.hulan@wku.edu Western Kentucky University

Robin Hebert robin.hebert@education.ky.gov KDE, Division of Educator Preparation, Assessment and Internship

Robin Magruder rlmagruder@campbellsville.edu Campbellsville University

Sarah Merimee smerimee@murraystate.edu Murray State University

Stephanie Hendrith shendrith@murraystate.edu Murray State University

Susan Keesey susan.keesey@wku.edu Western Kentucky University

Tessie Bailey tbailey@air.org CEEDAR Center

PRESENTER CONTACT INFO

16

CONFERENCE SPEAKERS AND PANELISTS

ANDREW GARLAND - PARTNER, TNTP advises school districts and state departments of education on large-scale change efforts, including talent strategies, instructional materials adoptions, evaluation and development systems, central office management, and more. At TNTP, Andrew has partnered with school districts across the US, including in Nashville, Cincinnati, Detroit, New York City, San Francisco, and Florida’s Panhandle – and currently serves as advisor to the Tennessee Department of Education on the adoption and implementation of high-quality instructional materials. Andrew received his Bachelor’s degree from Princeton University, and holds a Master’s in Education Policy & Administration and Masters in Business Administration from the University of Michigan at Ann Arbor. He lives with his family in Chapel Hill, NC.

KIM JOHNSON is completing her 30th year with the Owensboro Public Schools. She is currently serving her 17th year as Director of Special Education. She has also worked in the role of special education teacher and consultant. Kim also serves as adjunct education instructor at Kentucky Wesleyan College. Kim is very involved in the community and her greatest passion is serving as the local coordinator for Daviess County Special Olympics since beginning her career in Owensboro. She earned a Bachelor of Science, Masters of Art in Education, and Rank I for Instructional Leadership from Western Kentucky University.

WAYNE SIZEMORE is completing his 21st year in public education. He is a Speech/Language Pathologist by trade and is currently the Director of Special Education for the Breathitt County School District in Jackson, KY. He is Preschool, SBDM, and Title IX Coordinator for the district, as well. Wayne is currently Vice-President of Kentucky Council of Administrators of Special Education (KYCASE) and Member at Large for the Executive Council of the Kentucky Council of Exceptional Children (KYCEC). He has been married for 19 years and has three children. He is a rabid University of Kentucky fan and high school soccer coach. When not working, he enjoys listening to his wife plan their next adventure.

LU SETTLES YOUNG joined the University of Kentucky College of Education as a program evaluator and faculty member in the Next Generation Leadership Academy in January 2015. She is now a clinical associate professor in the Department of Educational Leadership Studies and Director of the UK Center for Next Generation Leadership. Before coming to UK, Dr. Young served as Chief Academic Officer of Fayette County Public Schools in Lexington, KY, and before that, Superintendent of Jessamine County Schools for nine years. She earned principal and superintendent certifications from the University of Kentucky and holds a doctorate in education leadership from Northern Kentucky University. Dr. Young was selected as Kentucky’s 2012 Superintendent of the Year. She serves on the Advisory Councils for AdvancEd KY and the UK College of Education Evaluation Center and is actively involved with the Kentucky Association of School Administrators and the United Way of the Bluegrass.

MICHELLE GADBERRY is currently in her seventh year as Director of Special Education in Jessamine County andis completing her 29th year in education. Prior to that she served as Assistant Director of Special Education in Jessamine for eight years. A school psychologist by training, she has worked in both Jessamine and Nelson Counties. She is former President of the KY Association for Psychology in the Schools (KAPS) and has served on the boards of the Kentucky Association of School Administrators (KASA), the Council for Administrators in Special Education (KYCASE) and the Central KY Co-op. She has presented at a variety of conferences across the state.

BECKY NIXON is the Director of Special Education for the Kenton County School District, the 5th largest school district in Kentucky. Prior to serving as Director for Kenton County, she served as the Director of Special Education/Preschool/EL/504 for the Bellevue Independent School District. She has worked for ten years as a special education teacher and eighteen years as a Director of Special Education. Becky is also the current Past President for the Kentucky Council of Administrators for Special Education.

17

Participant Workbook

Morning General Session 9:00am-10:00am, Commonwealth ABC

NOTES

ACTION ITEMS

PARTICIPANTWORKBOOK

Use the following pages for notes

18

May 16, 2019

Opening General Session 9:10am-10:00am, Ballroom A

NOTES

ACTION ITEMS

Participant Workbook

19

Participant Workbook

NOTES

ACTION ITEMS

Morning Breakout Sessions 10:15am-11:15am, Varies

20

May 16, 2019

Luncheon and Keynote Speaker 11:30am-12:45pm, Ballroom A

NOTES

ACTION ITEMS

NOTES

ACTION ITEMS

21

Participant Workbook

NOTES

ACTION ITEMS

Poster Session 1:00pm-1:45pm, Ballroom A

NOTES

ACTION ITEMS

NOTES

ACTION ITEMS

22

May 16, 2019

Afternoon Breakout Sessions 2:00pm-3:00pm, Varies

NOTES

ACTION ITEMS

23

@ceedarcenter/ceedarcenter

CEEDARC E N T E R