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Friday, November 22
 

8:00am EST

Registration/Check-in/Continental Breakfast/Poster Set-up
Friday November 22, 2024 8:00am - 9:00am EST
Continental Breakfast 
Registration
Check-in

Poster Set Up: 8:30-8:50
Exhibitor Set Up: 8:30 AM 
Friday November 22, 2024 8:00am - 9:00am EST
Terrace Reception Area

9:00am EST

Welcome + Presidential Address
Friday November 22, 2024 9:00am - 9:15am EST
MCEC Board
avatar for Liam Rutter Stokes

Liam Rutter Stokes

Co-President, MCEC
Liam Rutter Stokes is the Public Policy Coordinator and Clerk for MCEC and a reading interventionist for Freetown-Lakeville Public Schools. He also serves as the Children's Action Network Coordinator for MCEC.   He has his Bachelor's degree from the University of Massachusetts Boston... Read More →
avatar for Rebekah Louis

Rebekah Louis

Co-President, MCEC
Rebekah Louis is an Assistant Professor and the Clinical Education Coordinator for Graduate Teacher Education at Stonehill College.  She has taught in higher education for the past 8 years, drawing upon her many years of previous experience as a teacher in the public schools.  Dr... Read More →
Friday November 22, 2024 9:00am - 9:15am EST
Ballroom B

9:20am EST

Creating Safe and Supportive Schools: The Trauma and Learning Policy Initiative
Friday November 22, 2024 9:20am - 10:10am EST
Creating Trauma-Sensitive School Cultures that Benefit Educators and Students           
Currently student's ability to manage day-to-day at school, meet academic workload demands, and engage in positive relationships has been compromised by their decreasing sense of connection with school. Schools report students’ declining attendance rates, escalating anxiety and depression, along with increases in disruptive behavior. At the same time, there are growing concerns about educators’ well-being. TLPI’s work offers a possible solution: creating trauma-sensitive school cultures that engage students as well as educators through strengthening community, relationships, and trust, where all experience a true sense of belonging.
Speakers
avatar for Joel Ristuccia

Joel Ristuccia

Director of Professional Development, The Trauma and Learning Policy Initiative
Joel Ristuccia, M.Ed., an educator and school psychologist, is the Director of Professional Development for the Trauma and Learning Policy Initiative. Joel co-authored both volumes of Helping Traumatized Children Learn and has over 35 years of experience providing training and consultation... Read More →
Friday November 22, 2024 9:20am - 10:10am EST
Essex

9:20am EST

Fostering effective partnerships with first responders to ensure safety for all
Friday November 22, 2024 9:20am - 10:10am EST
School safety is a continuous concern requiring ongoing action at all levels. While current disturbing incidents in schools have resulted in increased police presence in schools, one's experiences, culture, and circumstances may influence one's relationships with service providers such as police officers. The School Safety Task Force of 2014 established by Deval Patrick, the former Governor of Massachusetts, was a significant initiative. The task force was undertaken to address the pressing issue of school safety in the United States. The task force conducted a comprehensive review of existing school safety thorough examination of current practices, policies, and resources related to school safety. While the task force provided recommendations and strategies to enhance security and promote a safer learning environment for students and educators across Massachusetts the recommendations provide protocols specific to students with special needs.

The police force is designed to protect society and ensure safety for all. However, neurodivergent individuals (especially those with emotional and behavioral disorders- EBD and autism) may present with various challenges in processing social events and cues. Hence, they will likely have negative experiences with police officers, especially during an emergency. Furthermore, many officers have limited awareness of how to engage with neurodivergent students.

Careful planning is the best way to ensure schools are safe learning places. A critical proactive step would be to explore strategies to foster effective partnerships with first responders, such as law enforcement. Recognizing the importance of training in and exercising these protocols as they relate to the role of school staff is another critical step. School personnel could create professional development activities as a strategy for initiating and encouraging meaningful partnerships with community first responders.

School Safety and Massachusetts State Law contains three laws are explicitly directed at school safety. However, there has yet to be any laws addressing shelter-in-place, lockdown, or family reunification plans for students with special needs. For instance, the multi-Hazard Evacuation Plans for Schools (Section 363 of Chapter 159 of the Acts of 2000) requires that the superintendent of each school district meet with the fire and police chiefs to formulate a school-specific. I reference this particular law because partnerships and collaboration with law enforcement and other community stake holders.

The lead presenter created a training package for training first responders as a step in fostering collaboration. Law enforcement received on using evidence-based strategies, because such strategies are most likely to improve outcomes. The goal of the training for expected that participants increase their awareness of individuals with neurodiversity. The training started with surveys where law enforcement responded to questions regarding their current training and some challenges they faced when interacting with students with special needs during an emergency. Further, they were trained to include cultural considerations in their service, engage them more effectively, and limit escalating the situations. Lastly, the project revealed the training components and strategies linked to better support students with neurodiversity and better outcomes during police interactions. Findings are likely to generalize to the second phase of this research and to other settings where students encounter law enforcement and when law enforcement encounters people with neurodiversity.
Speakers
avatar for Yumei Yao M.Ed, BCBA

Yumei Yao M.Ed, BCBA

Director of Pupil Personnel Services, The Nashoba Regional School District.
Ms. Yumei Yao is the Interim Director of Pupil Personnel Services at The Nashoba Regional School District. She has extensive experience working with families and school districts in a range of roles, including special education teacher and behavior analyst.
avatar for Jescah Apamo-Gannon PH.D, BCBA-D

Jescah Apamo-Gannon PH.D, BCBA-D

Assistant Professor, Fitchburg State University
Dr. Apamo-Gannon is an assistant professor at Fitchburg State University. She is an innovative educator committed to fostering equity and inclusion. Her passion for teaching, understanding of behavior, and commitment to making a positive impact in the lives of others inform her w... Read More →
Friday November 22, 2024 9:20am - 10:10am EST
Lennox

9:20am EST

Mental Health Matters: Providing Educators with Resources to Promote HOPE
Friday November 22, 2024 9:20am - 10:10am EST
106
Suicide is the 2nd leading cause of death of individuals between the ages of 10-24. Educators are mental health gatekeepers for youth and young adults across Massachusetts. Teachers and support staff know that welcoming, safe, and supportive learning spaces that are accepting of all cultures, languages, and identities help students do better in school. They can also help save lives. Sometimes students need help navigating some of their emotions. They often are uncertain about what they’re feeling or mask them because they think their feelings are so shameful, educators can help students sort out those feelings and get students the help they need, if they themselves have the knowledge of what is available and how to help students access the supports. This presentation will provide a modified for educators version of the American Foundation for Suicide Prevention's training, Talk Saves Lives, which includes an overview of current research and statistics. Participants will be provided with tools and opportunities to discuss with presenters how they could be immediately implemented in their settings. A case study of how a Massachusetts school district implemented a district wide Mental Health Education program will be discussed with a framework for participants to explore in their own settings. The presenters will also incorporate discussions and small group activities with the focus on supporting the mental health of the participants.

Speakers
avatar for Lyndsey Nunes

Lyndsey Nunes

Westfield State University
Lyndsey Nunes, Ph.D., MPH, has served as the WIPSE Director at Westfield State University since 2013. Lyndsey is focused on systems and policy changes that result in more inclusive higher ed opportunities for individuals with ID/D in Massachusetts. Lyndsey has more than 15 years of... Read More →
Friday November 22, 2024 9:20am - 10:10am EST
106

10:15am EST

Keynote Address: Nicole Hockley, Sandy Hook Promise
Friday November 22, 2024 10:15am - 11:45am EST
Speakers
avatar for Nicole Hockley

Nicole Hockley

Co-Founder, Sandy Hook Promise
Nicole Hockley chose to transform unspeakable grief and anguish into action after her youngest son, Dylan, was murdered in his first-grade classroom during the Sandy Hook Elementary School tragedy.As the co-founder and co-CEO of Sandy Hook Promise, Nicole works every day to protect... Read More →
Friday November 22, 2024 10:15am - 11:45am EST
Ballroom B

11:45am EST

Lunch/Remarks from Massachusetts Commissioner of Education
Friday November 22, 2024 11:45am - 12:30pm EST
Friday November 22, 2024 11:45am - 12:30pm EST
Ballroom B

12:00pm EST

Special Programming
Friday November 22, 2024 12:00pm - 3:00pm EST
Join us for mindfulness and wellness programming at the top of each hour for 15 minutes!
Friday November 22, 2024 12:00pm - 3:00pm EST
Terrace Foyer

12:30pm EST

Poster Session
Friday November 22, 2024 12:30pm - 1:00pm EST
Speakers
HC

Hana Chwe

Berklee College of Music
CH

Christina Han

Boston Public Schools
NV

Nanho Vander Hart

Associate Professor, Assumption University
Nanho Vander Hart is an associate professor of Education at Assumption University in Worcester, MA. She is the program director for the special education and transition specialist programs at Assumption. Her research interests include improving writing outcomes for students with disabilities... Read More →
MP

Mara Power

University of Connecticut
Friday November 22, 2024 12:30pm - 1:00pm EST
Ballroom B

1:00pm EST

Presidential Session: Mallory Gothelf, Minding your Mind
Friday November 22, 2024 1:00pm - 2:00pm EST
Speakers
avatar for Mallory Gothelf

Mallory Gothelf

Speaker, Minding your Mind
Mallory Gothelf is an unabashed mental health advocate and entrepreneur who has spoken extensively on mental health and mental health challenges for companies and organizations including: Sage Therapeutics, This is My Brave, Gateways, Aditum Bio, Strive Prep, The Ruderman Family Foundation... Read More →
Friday November 22, 2024 1:00pm - 2:00pm EST
Ballroom B

2:00pm EST

Public Relations & Crisis Management for School Administrators
Friday November 22, 2024 2:00pm - 2:50pm EST
Public Relations & Crisis Management for School Administrators

Effective communication for school districts starts at the top and doesn’t end when the bell rings. In this workshop, we will teach you the basic principles of why public relations and communication is key for school districts and how to properly manage crises in a way that will satisfy and inform parents, community members, and the media.
Speakers
avatar for John Guilfoil

John Guilfoil

Founder, John Guilfoil Public Relations
John Guilfoil is the founder and Principal Owner of John Guilfoil Public Relations Established in 2013, JGPR provides public relations services, crisis communications, websites, social media, and consulting to more than 300 municipal agencies in 11 states John brings 5+ years of experiences... Read More →
avatar for Paul Zinni

Paul Zinni

Senior Consultant, John Guilfoil Public Relations
Paul Zinni has been an Educator and School Leader for more than 37 years serving as a Special Education Teacher, Title 1 Director, Early Childhood Coordinator, Principal, Director of Pupil Services, Assistant Superintendent and for over ten years, as a Massachusetts Public Schools... Read More →
Friday November 22, 2024 2:00pm - 2:50pm EST
Essex

2:00pm EST

Social Skills without Harm
Friday November 22, 2024 2:00pm - 2:50pm EST
Social skills training (SST) is a well-established, evidence-based practice for teaching students with ASD to interact more effectively with peers and adults. Research has demonstrated that, regardless of the program used, the way in which teachers and other education professionals approach this instruction can be highly beneficial, but can also cause harm. SST that ensure benefits to both social communication skills and mental health outcomes should avoid two practices. First, the focus on social skills can highlight social communication deficits in some students, leading to self-doubt and a reduction in self-esteem. Also, the emphasis on certain discrete skills such as making eye contact can cause anxiety for certain individuals, and is culturally bound. An emphasis on “masking” or “camouflaging” autistic-like behaviors may allow students to blend in more readily, at the expense of their sense of self-confidence and authenticity. Teaching social skills in a way that is self-affirming and empowering to students with ASD requires a shift in mindset; a change that will assist educators and other professionals to promote greater social efficacy while validating diverse ways of interacting and relating to others.
The ideas presented in this session are derived from a review of the literature regarding social skills training practices for students with ASD and of the literature relating to mental health outcomes for secondary students with ASD. The assumption is made that social skills instruction can be approached in such a way that the benefits may result for students in terms of increased frequency and effectiveness of social interactions with peers in particular, without adding to negative effects which impact self-confidence, self-esteem, self-acceptance, and authenticity of students with ASD.
Specific research presented during the session will include reviews of the Social Thinking Curriculum (Crooke & Winner, 2020; Winner, 2022), the SCERTS Model (Prizant et al., 2003), and the UCLA PEERS Program (Laugeson & Frankel, 2005; Laugeson et al., 2012). Information about mental health outcomes for students with ASD will be derived from current research (Lai et al., 2019; Ratcliffe et al., 2015; Koudys et al., 2021).

Session outcomes will be achieved through the presentation of current research about effective approaches to SST for students with ASD and information about mental health outcomes for this population. A visual and interactive approach will be used to present important concepts presented during the session. Participants will be asked to interact with other session attendees in discussing session concepts and key takeaways. Hands-on activities will be incorporated and participants will produce a permanent product to be taken with them after the session.
Speakers
BE

Brian Ernest

Associate Professor, Salem State University
Dr. Ernest is an Associate Professor and Lead Faculty for Special Education at Salem State University. His teaching and research focus on teacher-student relationships, UDL, and supporting students’ positive behaviors.
avatar for Gina Taglieri

Gina Taglieri

Assistant Professor, Salem State University
Dr. Taglieri is an Assistant Professor in Special Education at Salem State University. Her research interests include culturally sustaining practices, serving multilingual students, positive behavior supports, and comparative education.
Friday November 22, 2024 2:00pm - 2:50pm EST
Lennox

2:00pm EST

Student Safety: A story of belonging and connecting using MTSS
Friday November 22, 2024 2:00pm - 2:50pm EST
106
Students bring their whole self to school with them. They do not leave their social-emotional self at the door. A sense of physical and psychological safety is integral to learning. Schools must embrace the whole child and provide a safe place for students to learn, grow, and connect with others. In an age of increasing data illuminating violence in school, reports of growing loneliness amongst our students, and feelings of isolation – even in a crowd, thinking differently about how we meet their needs is essential. Our session will explore opportunities to build belonging and connection among students and faculty.
To accomplish this, we must assess what we have and need. Yes, fiscal crises plague many, if not most, school systems. More is great. More staff … more space … more resources … etc. What if more isn't possible? It is time to reimagine our schools' assets and leverage action. Time spent on learning and reduced personnel are issues, and many believe that they exacerbate our struggles to meet students' social and emotional needs. It may, and just talking about it won't change that. We have an epidemic-level pediatric mental health crisis, and our students can't wait for the next override or federal relief grant.
The MTSS (multi-tiered system of support) framework is a natural lens for this work to begin as it acknowledges variability and fluidity as an asset, knowing one size does not fit all.
At a Tier I level, creating opportunities, such as advisory periods or even part of a class period for students to connect with one another or with adults, can drastically change the landscape for some students. Every student deserves at least one adult who sees and values them in the school. It doesn't matter who it is (teacher, office, guidance counselor, custodian, etc.…). If they have someone they feel comfortable talking to, the chance of them sharing something they struggle with increases.
Tier II provides several opportunities. A school might implement a CICO (check-in, check-out) for specific students. This can be flexible and fluid, with multiple functions like monitoring well-being, safety, behavior, etc. Structured with a trusted or preferred adult can provide increased benefits.
Finally, at the intensive level, counselors at Tier III can facilitate small, short-term counseling groups to address specific issues plaguing a few students. Again, the flexibility and fluidity of these groups, based on student needs, could be what a student needs to remain safe and healthier and maintain or achieve a sense of belonging at school.
Participants will asset map opportunities within their school by looking through the lens of MTSS and using a simple SWOT (strengths, weaknesses, opportunities, and threats) analysis. Collaboration is strongly encouraged if multiple participants are from the same school or district. In consideration of the assets available, the session will guide participants to utilize identified strengths and opportunities to illuminate methods to overcome, neutralize, or acknowledge weaknesses and threats to success. Hopefully, participants will bring ideas back to their schools and districts and leverage their school's assets to help student safety.
Speakers
avatar for Elizabeth Fitzmaurice

Elizabeth Fitzmaurice

ADAC Public
A special educator and educational leader for over 30 years, Elizabeth has served as an instructional coach, special education program developer, and evaluator. A veteran of the United States Army, she has taught at the United States Military Academy at West Point. With research interests... Read More →
Friday November 22, 2024 2:00pm - 2:50pm EST
106

3:00pm EST

Special Plenary Session, Elizabeth Englander
Friday November 22, 2024 3:00pm - 4:00pm EST
Speakers
avatar for Elizabeth Englander

Elizabeth Englander

Professor of Psychology; Director of Massachusetts Aggression Reduction Center (MARC), Bridgewater State University
Dr. Elizabeth Englander is the founder and Executive Director of the Massachusetts Aggression Reduction Center at Bridgewater State University, a Center which delivers programs, resources, and research to more than 400 schools every year nationwide. As a researcher and a professor... Read More →
Friday November 22, 2024 3:00pm - 4:00pm EST
Ballroom B

4:00pm EST

Concluding Remarks/Raffles/Giveaways
Friday November 22, 2024 4:00pm - 4:30pm EST


MCEC Board
avatar for Liam Rutter Stokes

Liam Rutter Stokes

Co-President, MCEC
Liam Rutter Stokes is the Public Policy Coordinator and Clerk for MCEC and a reading interventionist for Freetown-Lakeville Public Schools. He also serves as the Children's Action Network Coordinator for MCEC.   He has his Bachelor's degree from the University of Massachusetts Boston... Read More →
avatar for Rebekah Louis

Rebekah Louis

Co-President, MCEC
Rebekah Louis is an Assistant Professor and the Clinical Education Coordinator for Graduate Teacher Education at Stonehill College.  She has taught in higher education for the past 8 years, drawing upon her many years of previous experience as a teacher in the public schools.  Dr... Read More →
Friday November 22, 2024 4:00pm - 4:30pm EST
Ballroom B

4:30pm EST

PDP Distribution
Friday November 22, 2024 4:30pm - 5:00pm EST
Please note: we are only able to distribute PDPs in person during this time period!

Friday November 22, 2024 4:30pm - 5:00pm EST
Terrace Reception Area
 
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