This session includes an introduction to the event and panel focused on fostering belonging. In the panel, Xuan Truong, Jennifer Franks, and Dawn De Lorenzo explore what it means to belong, what belonging looks like in schools, and how we can improve our attention to creating school systems that foster belonging for all students, including students with disabilities.

This session is intended for educators and leaders who are new to special education or looking for a review of basic information about the IEP. During the session, presenters describe the role of the IEP in providing FAPE, review the seven required sections of an IEP, and discuss how the parts of the IEP work together to address the individual needs of students to allow them to make progress and meet challenging goals.

This session explores common myths related to special education, defines the parts of the statement of services and aids, demonstrates how they align with the present levels and annual goals to create an internally consistent IEP, and discusses how a well-designed statement of services and aids ensures that students have access to high-quality educational programming that is reasonably calculated to promote progress.

To start Day 2, Dr. Tessie Bailey shares a keynote, Leveraging MTSS to Develop and Implement the IEP. This presentation demonstrates how MTSS data and tiers of support can support the development of an internally consistent IEP required under the Supreme Court’s decision in Endrew F.

This session shares how one district’s parent resource center created supports for Spanish-speaking families using the platform of a Spanish language soap opera, or telenovela, to explain and demystify the special education process.

This session highlights how you can use PROGRESS Center tip sheets, modules, and activities to build educators’ knowledge and capacity to support students with disabilities.

This session highlights common challenges with service delivery in middle and high schools, shares practical solutions for addressing these challenges, and highlights resources and strategies that schools can use to support implementation in secondary settings.

The essential obligation of school districts is to provide FAPE to students with disabilities who are eligible for special education services under the IDEA. The development and implementation of a student’s IEP are how FAPE is conferred. It has been estimated that 80% to 90% of all due process hearings and special education litigation involve FAPE-related issues. In this session, presenters provide practical information from the due process hearings to ensure that school-based IEP team members are crafting educationally meaningful and legally sound IEPs.

This session celebrates what participants learned across all the sessions at the two day event, reminds participants where they can access the tools and resources from the PROGRESS Center and partners that were shared during the event, and features a panel of educators who will share tips and strategies for starting the school year ready to set high expectations, support access, and improve outcomes for students with disabilities.

Day 3 features presentations from the National Center on Intensive Intervention (NCII). To start, Dr. Jon Potter presents, Introduction to Intensive Intervention. This session introduces the DBI process, describes the five steps of the DBI process, and shares how to use DBI to provide SDI to students with disabilities.

In this session, participants learn about the Taxonomy of Intervention Intensity and how to select or evaluate an intervention as well as guide the adaptation of an intervention as part of the DBI process.

This session focuses on academic progress monitoring within the context of the DBI process and addresses (a) approaches and tools for academic progress monitoring and (b) using progress monitoring data to set goals and make instructional decisions for individual students, including the development and monitoring of IEP goals.

This session focuses on behavior progress monitoring within the context of the DBI process. In this session, participants will learn (a) approaches and tools for behavior progress monitoring and (b) considerations for using progress monitoring data to set goals and make instructional decisions for individual students, including the development and monitoring of behavioral IEP goals.

What does it really take to implement DBI? In this session participants learn from previous DBI implementers who know the process best—educators and administrators in the field.