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1 | Title | Description | Level | Compentency | Time | Presenter | ||||||||||||||||||||
2 | 9:00| Apply Trauma-Informed Practices and How They Support Emotional Safety and Regulation in the Classroom. (Lvl2) | This advanced session equips experienced paraprofessionals with practical tools and strategies to effectively engage and support diverse learners who have had adverse childhood experiences. Participants will learn how to apply trauma-informed practices that foster emotional safety, build trust, and promote self-regulation in the classroom, creating a more supportive and responsive learning environment for all students. Core Competency Area 2: Learner Development and Individual Learning Differences. | Advanced | Learner Development/Differentiation | 9:00 AM | Susan Speck | ||||||||||||||||||||
3 | 9:00| Being an Effective Communication Partner for Complex Needs Students (Lvl1) | This beginner session introduces paraprofessionals to interacting and working with complex communicators.Participants will determine at least 3 streategies to use when communicating with minimal or non speaking students. | Beginner | Special Education Supports | 9:00 AM | Rachel Young | ||||||||||||||||||||
4 | 9:00| Blending Routines to Build Fluency (Lvl2) | Participants will deepen their understanding of how blending routines support unitization and fluent word reading. This session will focus on practicing structured blending routines that move students from sound-by-sound decoding to recognizing larger chunks within words. Participants will leave with practical routines and strategies to strengthen students’ accuracy and automaticity during reading instruction. | Advanced | Instructional Supports/Strategies | 9:00 AM | Bridget Spackman | ||||||||||||||||||||
5 | 9:00| Courageous Conversations: How We Talk about Race Matters (Lvl1) | This session supports paraprofessionals in building confidence, awareness, and practical skills for engaging in respectful, meaningful conversations about race in school settings. Participants will explore key principles from Courageous Conversations About Race, including getting personal, staying focused on race, valuing multiple perspectives, and keeping everyone engaged—even when conversations feel uncomfortable. | Beginner | Professional Learning/Ethics | 9:00 AM | Katie Conway | ||||||||||||||||||||
6 | 9:00| Don't Let the Behavior Get "Under Your Skin" Responding To Behavior (Lvl1) | Student Behavior can become easily taken personally. In this beginner session, come learn about the Responding To Behavior Matrix: Prevention, Escalation, Crisis, Restoring the harm. Core Competency 6: Social, Emotional, and Behavioral Supports | Beginner | Social/Emotional/Behavioral Support | 9:00 AM | Jenn Oswald | ||||||||||||||||||||
7 | 9:00| Ethics in Action: Building Your Professional Foundation (Lvl1) | This session explores the essential role of professional learning and ethical practice for educational support professionals. Participants will examine how their daily work is guided by district policies, procedures, and ethical expectations, and how these standards ensure safe, equitable, and effective learning environments. Emphasis will be placed on understanding their role within the instructional team, supporting students and educators under the direction of licensed professionals. Attendees will also engage in strategies for ongoing professional growth, including reflective practice and the use of feedback to strengthen skills. | Beginner | Professional Learning/Ethics | 9:00 AM | Shanna Haden | ||||||||||||||||||||
8 | 9:00| Intro to Structured Literacy: What, Why, and How (Lvl 1) | This foundational session introduces paraeducators to the core principles of Structured Literacy and their critical role in supporting instruction for students with diverse learning needs. Participants will explore what Structured Literacy is, why it is essential for students with reading difficulties, and how it is implemented within classroom and intervention settings. Emphasis will be placed on following written instructional plans, reinforcing concepts introduced by the instructional team, and implementing accommodations and modifications with fidelity. Paraeducators will leave with a clear understanding of how their daily supports contribute to specially designed instruction and student success. | Beginner | Instructional Supports/Strategies | 9:00 AM | Ashley Muchler | ||||||||||||||||||||
9 | 9:00| From Support to Success: Practical Systems for Implementation and Data Collection (Lvl2) | This session focuses on the “how” of effective support delivery. Participants will learn practical organizational tools and strategies for consistently implementing accommodations, documenting support provided, and collecting simple, meaningful data to monitor effectiveness. The goal is to ensure supports are not just offered, but delivered with fidelity and used to inform student success. | Advanced | Instructional Supports/Strategies | 9:00 AM | Lauren DeLellis | ||||||||||||||||||||
10 | 9:00| From Words to Wow: Growing Language, Level by Level (Lvl1) | In this session, participants will deepen their understanding of English language proficiency levels and what they truly mean for instruction. Together, we will explore expectations at the word, sentence, and discourse levels and examine what language performance looks like across stages of development. This session moves beyond one-size-fits-all support and helps educators recognize what students are ready to produce—and what will move them forward. | Beginner | Instructional Supports/Strategies | 9:00 AM | Sally Lopez | ||||||||||||||||||||
11 | 9:00| More Than Support: Understanding the Paraeducator’s Role in Special Education (Lvl1) | This session provides paraeducators with a clear understanding of their essential role within special education. Participants will explore the foundations of special education law, including an overview of IDEA, and how it guides daily practice in schools. The session will clarify the distinct yet collaborative roles of teachers and paraeducators in supporting students with disabilities, while emphasizing the importance of teamwork, professionalism, and confidentiality in educational settings. | Beginner | Special Education Supports | 9:00 AM | Samatha Forsythe | ||||||||||||||||||||
12 | 9:00| Putting the "FUN" in Phonological Awareness (Lvl1) | Participants will learn about the importance of phonological awareness in early literacy development. Participants will then explore fun and engaging activities that help children develop essential phonological awareness skills by incorporating playful, movement-based, and multisensory techniques into daily instruction. | Beginner | Instructional Supports/Strategies | 9:00 AM | Kim Shank | ||||||||||||||||||||
13 | 9:00| Stronger Together: Creating a Culture of Collaboration and Respect (Lvl1) | Examine strategies to promote positive relationships with school personnel, students, and their families. | Beginner | Collaboration w/Team | 9:00 AM | Jim Rinehimer | ||||||||||||||||||||
14 | 9:00| The Behavior Detective: Cracking the Code of Classroom Conduct (Lvl1) | Every behavior is a message—some students just speak a louder "language" than others. This session transforms paraprofessionalsinto "behavior detectives." We start by de-mystifying the ABC model (Antecedent-Behavior-Consequence) to help staff see the triggers they might be missing. Participants will learn how to build a "Behavioral Bank Account" through high-ratio positive reinforcement and master the art of the "10-Second Pause" to de-escalate power struggles before they start. | Beginner | Social/Emotional/Behavioral Support | 9:00 AM | Shannon Wonders | ||||||||||||||||||||
15 | 9:00| The Science of How We Feel: Understanding Our Internal Body Signals (Lvl1) | How do we know when we’re hungry, anxious, tired, or overwhelmed? The answer lies in interoception—our ability to notice and interpret internal body signals. In this beginner-friendly session, paraprofessionals will explore the foundations of Interoception Awareness (IA) and learn what it means to shift toward an IA mindset when supporting students with disabilities, and the impact this can have on student behavior. | Beginner | Special Education Supports | 9:00 AM | Lisa Smiley | ||||||||||||||||||||
16 | 9:00| What They Say vs. What They Know: Understanding Language Development (Lvl1) | Participants will explore the difference between social “playground” English (BICS) and formal academic language (CALP) and why this distinction matters in classroom settings. The session will also guide paraprofessionals through the five stages of English language acquisition—from the silent period to advanced fluency—so they can recognize where students are in their language development and better understand expected behaviors and language use at each stage. | Beginner | Instructional Supports/Strategies | 9:00 AM | Brandy Kanode | ||||||||||||||||||||
17 | 9:00| Words Matter: Elementary (Lvl1) | This beginner session will introduce the 3 Tiers of vocabulary (Tier 1-Everyday, Tier 2-High Frequency or Cross-Curricular, Tier 3-Domain Specific). | Beginner | Instructional Supports/Strategies | 9:00 AM | Missy Palese | ||||||||||||||||||||
18 | 10:00| Accommodations & Modifications Refresher: Understanding the What and Why (Lvl1) | This session revisits the foundations of accommodations and modifications, clarifying the differences between the two and the important role paraprofessionals play in implementing them. Participants will review common supports, understand why they are provided, and strengthen their confidence in delivering them appropriately to ensure students have meaningful access to instruction. | Beginner | Instructional Supports/Strategies | 10:00 AM | Lauren DeLellis | ||||||||||||||||||||
19 | 10:00| Atypical Development of Speech and Language Skills and its Impact on Learning (Lvl2) | Determine the effect of speech and language development on academic and non-academic learning of students with disabilities. | Advanced | Learner Development/Differentiation | 10:00 AM | Dana Vermilya | ||||||||||||||||||||
20 | 10:00| Basic vs. Advanced Phonics: Understanding the Progression of Skills (Lvl1) | Participants will develop a clear understanding of the differences between basic and advanced phonics and how each supports student reading development. This beginner session will break down essential phonics concepts into practical, easy-to-understand strategies that paraprofessionals can use to support instruction with confidence. Participants will learn how to recognize skill progression and provide targeted support based on student needs. | Beginner | Instructional Supports/Strategies | 10:00 AM | Bridget Spackman | ||||||||||||||||||||
21 | 10:00| Ethics at Work: Turning Principles into Everyday Practice (Lvl1) | This beginner course helps paraeducators translate ethical principles into meaningful, everyday actions. Participants will explore professional standards, district policies, and expectations that guide ethical conduct while working with students and instructional teams. Through relatable examples and guided discussion, learners will practice applying ethical decision‑making to common workplace situations. This course builds confidence, clarity, and consistency in ethical practice. | Beginner | Professional Learning/Ethics | 10:00 AM | Shanna Haden | ||||||||||||||||||||
22 | 10:00| From Words to Wow: Tools and Routines That Level Up Language (Lvl2) | In this advanced session, participants move from understanding proficiency levels to intentionally planning instruction. Using expectations at the word, sentence, and discourse levels, educators will identify and practice targeted instructional strategies aligned to each stage of language development. Participants will leave with practical scaffolds that both support and appropriately challenge multilingual learners, ensuring continued language growth. | Advanced | Instructional Supports/Strategies | 10:00 AM | Sally Lopez | ||||||||||||||||||||
23 | 10:00| Mastering SDIs and Inclusive Practices: Beyond the Basics (Lvl2) | This advanced session equips experienced paraprofessionals with the tools to take initiative when faced with new responsibilities or ambiguous instructions. Participants will deepen their understanding of students’ unique learning profiles and explore how to utilize inclusive practices to implement accommodations and/or SDIs effectively. The session will emphasize proactive communication strategies and creative problem-solving, empowering staff to provide high-quality support even when the "next steps" aren't immediately clear. | Advanced | Instructional Supports/Strategies | 10:00 AM | Melissa Oberdorf | ||||||||||||||||||||
24 | 10:00| Reducing Stress and Increasing Engagement: Trauma-Informed Foundations and How to Prevent Behavior Challenges (Lvl1) | This beginner session introduces participants to the essential terminology of basic educational neuroscience.This competency focuses on understanding how toxic stress affects student behavior and engagement. Paraprofessionals can apply this knowledge to interpret behavior as a stress response rather than defiance and use trauma-informed strategies—such as predictable routines, supportive relationships, and emotionally safe environments—to reduce stress and improve engagement. Core Competency Area 2: Learner Development and Individual Learning Differences | Beginner | Learner Development/Differentiation | 10:00 AM | Susan Speck | ||||||||||||||||||||
25 | 10:00| Schema-Based Problem Solving Strategies: Elementary Math (Lvl2) | This advanced session will move from identification of schemas "problem types" to solving complex scenarios and refining student support. | Advanced | Instructional Supports/Strategies | 10:00 AM | Billiejo Monday | ||||||||||||||||||||
26 | 10:00| Solve 2.0 Problem Solving Strategy (Lvl2) | This session will examine a problem solving strategy to support students in solving multi-step word problems. Participants will practice modeling each step of the problem solving strategy in order to better understand how to use this with students in the math classroom. | Advanced | Instructional Supports/Strategies | 10:00 AM | Erin Minick | ||||||||||||||||||||
27 | 10:00| Strategies for Responding to Low-Level Challenging Behaviors (Lvl2) | Strategies for Responding to Low-Level Challenging Behaviors | Advanced | Social/Emotional/Behavioral Support | 10:00 AM | Becca Baeir | ||||||||||||||||||||
28 | 10:00| The 3 P's of AAC: Partner, Planner and Prompter (Lvl2) | This advanced sessions will go into detail about the paraprofessional's role when supporting AAC users. Participants will identify how they fill each of the 3 roles when supporting students using AAC: Partner, Planner and Prompter. | Advanced | Special Education Supports | 10:00 AM | Rachel Young | ||||||||||||||||||||
29 | 10:00| The Science of How We Feel: Teaching All Students to Support Their Self Regulation (Lvl2) | Now that you understand the foundations of Interoceptive Awareness (IA), it’s time to put it into practice. This advanced session builds on your knowledge and focuses on how to intentionally teach interoceptive awareness to students of all ages and language ability levels in school settings. We will examine the body check chart and how to guide students in experiencing their world and understanding feelings that they like and don't like. | Advanced | Special Education Supports | 10:00 AM | Lisa Smiley | ||||||||||||||||||||
30 | 10:00| Using Differential Reinforcement to Shape Student Behavior (Lvl2) | This advanced session will equip experienced paraprofessionals with strategies to use reinforcement more effectively in the classroom and school setting. Emphasis will be on utilizing differential reinforcement to maximize impact on student behavior. Core Competency 6: Social, Emotional, and Behavioral Supports | Advanced | Social/Emotional/Behavioral Support | 10:00 AM | Tera Moran | ||||||||||||||||||||
31 | 10:00| What are Affective Statements and Why they Matter? (Lvl1) | This beginner session introduces affective statements as a non-confrontational way to express feelings in response to others’ behavior, helping build positive relationships with school staff, students, and families. | Beginner | Collaboration w/Team | 10:00 AM | Molly Peck | ||||||||||||||||||||
32 | 10:00| What Every Para Should Know About the Brain and Behavior (Lvl1) | This beginner session introduces participants to the connection between the brain, nervous system, and student behavior. Participants will explore how stress responses impact learning and engagement, and how adult support can help students feel safe and regulated. The session will emphasize recognizing cues in student behavior and using co-regulation to support emotional and behavioral readiness for learning. | Beginner | Social/Emotional/Behavioral Support | 10:00 AM | Lindsay McMurphy | ||||||||||||||||||||
33 | 11:00| AI in the Classroom: Support Your Students (and Yourself!) (Lvl2) | Have you ever wished for a “magic wand” that could instantly differentiate a complex text, streamline your planning workflow, or generate targeted supports for diverse learners? This advanced session builds on foundational knowledge of digital assistants (AI) and is designed for educators who already have some experience using these tools in their classrooms. We will explore the amazing benefits of these tools—like saving you time—while also discussing important cautions to keep our students safe and their work authentic. You’ll leave with practical, easy-to-use shortcuts that make your busy day feel a little more manageable. | Advanced | Instructional Supports/Strategies | 11:00 AM | Shanna Haden | ||||||||||||||||||||
34 | 11:00| Assistive Technology for Everyone? Readily Available and Free Tools to Support Struggling Learners (Lvl1) | Think about all the technology you use on a daily basis. Whether it is a computer, tablet, smartphone, or something else, technology is like the air we breathe - it's everywhere! When it comes to Assistive Technology (AT), you may be picturing something different (maybe a communication device, or specialized reading tool?), but AT doesn't have to be "extra"! This session will explore AT that is already built into tech tools you use everyday. Come see what you (and your students) have available at your fingertips. | Beginner | Special Education Supports | 11:00 AM | Shana Montgomery | ||||||||||||||||||||
35 | 11:00| Beyond the Basics: Deepening Your Support for Student Transcription and Writing Fluency (Lvl2) | When students struggle to get words onto the page efficiently, their ability to express ideas and develop as writers is compromised. This session moves beyond awareness to action, equipping paraeducators with a deeper toolkit for supporting transcription fluency across grade levels. Participants will examine the connections between transcription automaticity and higher-order writing skills, explore how to differentiate support for diverse learners (including those with dyslexia and dysgraphia), and practice using low- and high-tech tools and accommodations strategically. This session is designed for paraeducators who already understand the basics of the writing process and are ready to refine and expand their practice. | Advanced | Instructional Supports/Strategies | 11:00 AM | Michelle Trostle | ||||||||||||||||||||
36 | 11:00| Classroom Practices to Support PBIS (Lvl1) | Classroom Practices to Support PBIS | Beginner | Social/Emotional/Behavioral Support | 11:00 AM | Becca Baier | ||||||||||||||||||||
37 | 11:00| Don't Let the Behavior Get "Under Your Skin" Responding to Behavior (Lvl2) | Student Behavior can easily become taken personally. In this advanced session, come unpack different behavior scenarios. Core Competency 6: Social, Emotional, and Behavioral Supports | Advanced | Social/Emotional/Behavioral Support | 11:00 AM | Jenn Oswald | ||||||||||||||||||||
38 | 11:00| Fluency Routines for Basic Math Facts (Lvl2) | Participants in this advanced session will review evidence based routines for the fluency stage of learning. | Advanced | Instructional Supports/Strategies | 11:00 AM | Amy Clark | ||||||||||||||||||||
39 | 11:00| Guiding Students Toward a Growth Mindset: Improving My Practice to Support Growth Mindset Development in Learners (Lvl2) | This Lvl2 session shifts the focus from foundational theory to the practical evolution of teaching practices. It centers on "Growth Mindset Classroom Self-Assessment Indicators" (SAI), a tool derived from Carol Dweck’s research and adapted specifically for educators to refine their instructional planning. | Advanced | Social/Emotional/Behavioral Support | 11:00 AM | Casey Cappello | ||||||||||||||||||||
40 | 11:00| Light up the Learning Brain: What's Happening in the Brain Before Learning Begins (Lvl1) | In this beginner-level session, paraeducators will explore the important role that the brain and body play in learner readiness. The importance of emotional safety, connection, and regulation will be discussed. This session is designed to make brain-based learning easy to understand and useful in the role of a paraeducator. Participants will leave with a greater understanding of the "why" behind student behavior and learning. | Beginner | Learner Development/Differentiation | 11:00 AM | Stacy Musick | ||||||||||||||||||||
41 | 11:00| More Than Support: Strategies, Reinforcement, and Relationship-Building in the Classroom (Lvl2) | Building on the foundational knowledge from More Than Support, Part 1, this advanced session deepens paraeducators’ understanding of how their daily interactions directly impact student learning and behavior. Participants will explore practical, classroom-ready strategies to support diverse learners, use reinforcement effectively to encourage positive outcomes, and intentionally build strong, trusting relationships with students. Emphasis will be placed on consistent, supportive practices that align with teacher direction and promote student independence. | Advanced | Special Education Supports | 11:00 AM | Samatha Forsythe | ||||||||||||||||||||
42 | 11:00| Schema-Based Problem Solving Strategies: Elementary Math (Lvl1) | This beginner session is designed to introduce the concept of schema "problem types" and the use of visual frameworks to help reduce cognitive load when hleping students solve mathematical word problems. | Beginner | Instructional Supports/Strategies | 11:00 AM | Billiejo Monday | ||||||||||||||||||||
43 | 11:00| Self-Advocacy: A Deeper Dive (Lvl2) | Identify ways to encourage student independence and self-advocacy skills. | Advanced | Learner Development/Differentiation | 11:00 AM | Allison Mertes | ||||||||||||||||||||
44 | 11:00| Supporting Math Instruction and Problem Solving (Lvl1) | This session will provide participants with strategies to better support students during math instruction. Participants will examine ways of supporting students before, during, and after instruction. By examining practices in action, participants will better understand what student support looks like and sounds like in an elementary classroom setting. | Beginner | Instructional Supports/Strategies | 11:00 AM | Erin Minick | ||||||||||||||||||||
45 | 11:00| Supporting Students Who Use Non-Verbal Modes of Communication (Lvl1) | Explore opporuntities to support non-verbal modes of communication used by students with disabilities including augmentative and alternative communication. | Beginner | Learner Development/Differentiation | 11:00 AM | Dana Vermilya | ||||||||||||||||||||
46 | 11:00| The Behavior Architect: Designing Success and Independence (Lvl2) | Once you know what a student is doing, the next step is mastering the why. This session dives deep into the S.E.A.T. framework (Sensory, Escape, Attention, Tangible) to help paraprofessionals match their intervention to the specific function of a behavior—preventing the common mistake of "feeding" a behavior they are trying to stop. We will explore the De-escalation Curve, teaching staff how to spot the subtle "rumblings" of a crisis and use "low-and-slow" techniques to bring a student back from the brink. Finally, we’ll cover Precision Data Collection, showing how to track progress accurately without ever putting down a pencil or losing sight of the student. | Advanced | Social/Emotional/Behavioral Support | 11:00 AM | Shannon Wonders | ||||||||||||||||||||
47 | 11:00| The Para’s Dictionary: Classroom Foundational Talk (Lvl1) | This beginner session introduces participants to the essential educational terminology and "teacher talk" commonly used in general education settings. Participants will explore how these concepts and acronyms directly impact the daily support provided to students with disabilities. The session will emphasize building a shared vocabulary to enhance collaboration with general educators and ensure a consistent, inclusive approach to student success. | Beginner | Instructional Supports/Strategies | 11:00 AM | Melissa Oberdorf | ||||||||||||||||||||
48 | 11:00| Turning Conflict Into Collaboration: Strategies for Maintaining Positive Relationships (Lvl2) | Examine strategies to promote positive relationships with school personnel, students, and their families when conflict arises. | Advanced | Collaboration w/Team | 11:00 AM | Jim Rinehimer | ||||||||||||||||||||
49 | 11:00| Understanding Instructional Supports: Accommodations, Modifications, and Specially Designed Instruction (Lvl1) | Understanding Instructional Supports: Accommodations, Modifications, and Specially Designed Instruction | Beginner | Instructional Supports/Strategies | 11:00 AM | Jill Flook | ||||||||||||||||||||
50 | 1:55| AI in the Classroom: Support Your Students (and Yourself!) (Lvl1) | Have you ever wished for a "magic wand" that could instantly rewrite a difficult article for a struggling reader or turn a complicated set of directions into a simple checklist? This beginner session provides an introduction to how "digital assistants" (AI) are changing the classroom and how they can become your extra set of hands. We will explore the amazing benefits of these tools—like saving you time—while also discussing important cautions to keep our students safe and their work authentic. You’ll leave with practical, easy-to-use shortcuts that make your busy day feel a little more manageable. | Beginner | Instructional Supports/Strategies | 1:55 PM | Shanna Haden | ||||||||||||||||||||
51 | 1:55| Assistive Technology for Everyone? Practical Ways to Engage, Understand, and Communicate (Lvl2) | So now you know about tools for struggling students that are built-in to common technology, but how does that translate into everyday learning activities? This session will dive deeper into Assistive Technology (AT) accessibility features in computers, tablets, and smartphones and how students can use them in practical ways. Check out some real-world scenarios for using and teaching students how to apply the tech that is already in their hands, to make learning more accessible! | Advanced | Special Education Supports | 1:55 PM | Shana Montgomery | ||||||||||||||||||||
52 | 1:55| Courageous Conversations: How We Talk about Race Matters (Lvl2) | This session builds upon the information from part 1: Courageous Conversations: How we talk about race matters and will have participants leave with concrete strategies for sustaining race-focused dialogue, responding skillfully to defensiveness or silence, and advocating for equitable outcomes in their daily work with students and colleagues. This session is designed for paraprofessionals ready to move from awareness to action and leadership in equity-centered practice. | Advanced | Professional Learning/Ethics | 1:55 PM | Katie Conway | ||||||||||||||||||||
53 | 1:55| From Reaction to Reflection: Communicating Through Affective Statements (Lvl2) | This advanced session focuses on practicing affective statements to effectively navigate conflict and strengthen relationships with school staff, students, and families. Participants will reflect on a prior situation to apply and refine their use of this strategy. | Advanced | Collaboration w/Team | 1:55 PM | Molly Peck | ||||||||||||||||||||
54 | 1:55| From Sounds to Print: Putting the FUN in Phonemic Awareness (Lvl2) | Participants will review the importance of phonemic awareness in early literacy development. Participants will then explore fun and engaging activities that can help develop and reinforce essential phonemic awareness skills by incorporating multisensory techniques into daily instruction to support blending, segmenting, and isolating phonemes. | Advanced | Instructional Supports/Strategies | 1:55 PM | Kim Shank | ||||||||||||||||||||
55 | 1:55| From Talking to Writing: Supporting Students with Transcription Skills (Lvl1) | Writing is more than putting words on paper — it requires students to simultaneously manage ideas, language, and the physical or mechanical act of getting words down. This session introduces participants to transcription skills (handwriting, spelling, and keyboarding) as a foundational component of the writing process. Participants will explore why transcription matters for writers of all ages, how difficulties in this area affect a student's overall writing performance, and practical, easy-to-implement strategies for supporting students across the preK–12 spectrum. No prior knowledge of writing instruction is required. | Beginner | Instructional Supports/Strategies | 1:55 PM | Michelle Trostle | ||||||||||||||||||||
56 | 1:55| Guiding Students Toward a Growth Mindset: What is Growth Mindset? (Lvl1) | Introductory exploration into the concept of a growth mindset as defined by Carol Dweck. It contrasts the "Fixed Mindset"—the belief that intelligence and character are static—with the "Growth Mindset," which posits that intelligence is malleable and can be developed through persistence and effort. The session is designed for educators and focuses on actionable classroom strategies to foster resilience and motivation in students. It covers the importance of normalizing struggle, the "Power of Yet," and the value of praising the learning process rather than innate intelligence. | Beginner | Social/Emotional/Behavioral Support | 1:55 PM | Casey Cappello | ||||||||||||||||||||
57 | 1:55| Leveling Up Your Co-Regulation Skills (Lvl2) | This advanced session builds on foundational knowledge by helping participants deepen and refine their co-regulation practices. Participants will compare practical, high-impact strategies that can be used across a range of learning environments, from classrooms to less structured settings. Emphasis will be placed on selecting and adapting strategies based on student needs, context, and moment-to-moment interactions to effectively support regulation and engagement. | Advanced | Social/Emotional/Behavioral Support | 1:55 PM | Lindsay McMurphy | ||||||||||||||||||||
58 | 1:55| Light up the Learning Brain: Translating Brain Science into Student Support (Lvl2) | In this advanced-level session, paraeducators will learn to apply brain basics to their real classroom moments with students. Participants will explore how to notice student cues and implement supportive strategies that help students feel safe, connected, and ready to learn.The session is designed to move paraeducators from understanding the "why" behind learner behavior to responding with confidence and practical support. | Advanced | Learner Development/Differentiation | 1:55 PM | Stacy Musick | ||||||||||||||||||||
59 | 1:55| Make It Stick: Fluency Is the Foundation of Mathematical Learning (Lvl1) | This beginner session introduces fluency within the context of the learning hierarchy. Participants will learn how fluency can off load working memory creating space for more complex levels of mathematical thinking. Participants will identify the unique learning needs of students at the fluency stage of the hierarchy. | Beginner | Instructional Supports/Strategies | 1:55 PM | Amy Clark | ||||||||||||||||||||
60 | 1:55| Professional Judgment in Practice: Making Confident Instructional Decisions as a Paraeducator (Lvl2) | Professional Judgment in Practice: Making Confident Instructional Decisions as a Paraeducator | Advanced | Instructional Supports/Strategies | 1:55 PM | Jill Flook | ||||||||||||||||||||
61 | 1:55| Reinforcement Basics for Paraprofessionals to Utilize (Lvl1) | This foundational session introduces participants to the basic concepts surrounding reinforcement. Participants will explore how to utilize reinforcement in their daily role, with emphasis on proactive and relational strategies in reinforcement. Core Competancy 6: Social, Emotional, and Behavioral Supports | Beginner | Social/Emotional/Behavioral Support | 1:55 PM | Tera Moran | ||||||||||||||||||||
62 | 1:55| Self-Advocacy Basics (Lvl1) | Plan for ways to encourage student independence and self-advocacy skills. | Beginner | Learner Development/Differentiation | 1:55 PM | Allison Mertes | ||||||||||||||||||||
63 | 1:55| Support Based on Student Needs, Not Student Labels (Lvl2) | This advanced session provides experienced paraprofessionals with the knowledge and skills needed to examine a student's Specially-Designed Instruction for student needs and to not rush to judgments or decisions based on a students identified disability category. They will practice applying individual learner characteristics as the primary basis for instructional programming and decision-making, rather than disability category or educational placement. Core Competency Area 3: Special Education Services and Supports in the Learning Environment | Advanced | Special Education Supports | 1:55 PM | Valerie Chapman-Jones | ||||||||||||||||||||
64 | 1:55| Support That Sticks: Scaffolding Language from Silence to Fluency (Lvl2) | Building on the foundation of language development, participants will learn actionable scaffolding strategies aligned to stages of English language acquisition. The session will focus on practical techniques to lower student anxiety, increase participation, and provide the appropriate level of support to meet students’ academic and linguistic needs. | Advanced | Instructional Supports/Strategies | 1:55 PM | Brandy Kanode | ||||||||||||||||||||
65 | 1:55| Words Matter: Elementary (Lvl2) | This advanced session will apply the Frayer model for student acquisition of Tier 2 & 3 (High Frequency or Cross-Curricular & Domain Specific) vocabulary. | Advanced | Instructional Supports/Strategies | 1:55 PM | Missy Palese | ||||||||||||||||||||
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