2017 Session Summaries

Monday's Keynote Description: This workshop focuses on MindWing’s Braidy the StoryBraid®, Story Grammar Marker® and ThemeMaker® methodology which is designed for use within any existing program to target the oral language abilities necessary at the discourse level of language; conversation, narration and expository text development. Our goal is to share tools that give students the communicative competence necessary to think, communicate and learn – regardless of age, ability or culture. Using exemplar texts of picture books and novels, the macro-structure the 7 Stages of Narrative Development will be discussed as well as micro-structure aspects of “story sparkle” and cohesion words that enrich children’s speaking and writing. Selections of content-area (i.e. science, social studies, current events) text rich in academic language and disciplinary vocabulary will be used to explain the seven primary expository text structures, including argument. Using the Critical Thinking Triangle®, social communication and perspective taking and will be also be examined. Participants will analyze children’s literature as well as students’ writing samples and oral re-tells. The presenter will demonstrate the use of multisensory tools as effective interventions for oral language development, comprehension, writing, critical thinking and social-emotional development.

Executive Function Disorders: How to Help Tame the “Frazzles” - Judi Cumley

Have you ever had those times when you are completely overwhelmed and frazzled? You don’t know where to start when tackling your “to do” list, forget everyday tasks/activities, come to meetings unprepared or unable to find the paperwork you KNOW you completed, feel like your life is “out of control”….These are daily experiences for our students with executive function disorders. Come and learn about strategies, resources, tips and tools (devices, Chrome apps/extensions, iOS apps) that can help these students get and stay “on track.” Participants are encouraged to bring devices (iPad, Chromebook, &/or laptop).

Youth Mental Health First Aid - Heather Fish

Youth Mental Health First Aid is designed to teach parents, family members, caregivers, teachers, school staff, peers, neighbors, health and human services workers, and other caring citizens how to help an adolescent (age 12-18) who is experiencing a mental health or addictions challenge or is in crisis.  Topics covered include anxiety, depression, substance use, disorders in which psychosis may occur, disruptive behavior disorders (including AD/HD), and eating disorders. This session will be an introduction to Youth Mental Health First Aid (the actual course is 8 hours long).  

7 Essential Ingredients of Trauma Sensitive Schools

This training is an introduction to the 7 Essential Ingredients of Trauma Sensitive Schools, a model that SaintA has developed and has implemented across a variety of school environments.  

Participants who attend this training will be able to:

  • Describe the prevalence of adverse experiences and the scope of their impact on learning and behavior.

  • Identify elements of a trauma sensitive perspective and the importance of this mindset in implementation of strategies for student support.

  • Utilize practices to enhance the capacity for positive relationship and recognize strategies that can increase emotional and physical regulation for all students.

  • Describe how purpose, belonging and safety enhance student well-being.

  • Identify techniques that enhance a positive school climate to enhance educator capacity to engage in self-care and reduce secondary trauma and burnout

Community Resources and Support for Autism and other Disabilities
A child with a disability is a child with a disability 24 hours a day, yet you only have so much time with her. We know that a balanced life leads to better outcomes. How can you, as a trusted member of a kiddos support team, help families get to resources and supports apart from speech and language therapy? We will learn about key resources and supports that you can refer families to without having to become resource experts!

Improving Self-Regulation: Strategies for Young Children

This session describes the importance of language in the development of self-regulation. It provides strategies to create emotional literacy and to replace acting out/shutting down behaviors with words.  An inventory of early-developing vocabulary that is particularly important for self-regulation is provided, along with lesson plans to facilitate vocabulary development.

Improving Self-Regulation: Language impairment, AD/HD, and Autism 

This session provides language targets necessary for problem-solving, a framework to assist individuals with using language for self-organization, apps and activities to teach emotion labels, and ways to encourage the development of personal narratives. Appropriate strategies for children and adolescents are included.

Improving Self-Regulation: Emotional Disturbance and Trauma/Maltreatment

Individuals with ED or who have experienced trauma are at increased risk for communication deficits. This session provides strategies that help the autonomic nervous system move from “fight or flight” to “rest and digest,” build appropriately assertive verbal responses, and increase awareness of problem situations and solutions. It also includes a case study that illustrates the use of a relationship and communication-based language intervention with a young abuse survivor.

Presenter Biographies

Maryellen Rooney Moreau, MEd CCC-SLP,  founder and President of MindWing Concepts, has had a forty year professional career that includes: school-based SLP, college professor, diagnostician at the Curtis Blake Child Development Center prior Coordinator of Intervention Curriculum and Professional Development at the Curtis Blake Day School for children with language learning disabilities. She designed the Story Grammar Marker® tool in 1991 and since then, has written 16 publications and developed more than 40 hands-on tools based the discourse level of language. In 2011, Moreau received the Boise Peace Quilt Project Award for her work with children in the area of conflict resolution and social communication. In 2014, she received the Alice H. Garside Lifetime Achievement Award from the International Dyslexia Association, Massachusetts Branch (MABIDA) for exemplary leadership, service or achievement in the area of helping children with dyslexia and language learning disabilities. Moreau is an internationally recognized presenter.

Judi Cumley
is the Assistive Technology Consultant for CESA 5. She was the CESA 5 WATI (Wisconsin Assistive Technology Initiative) AT Consultant for the
duration of the WATI grant and previously taught in California, Nebraska and Wisconsin as a Special Education teacher. Judi is the author Assistive Technology Internet Modules – WATI Reading Part 1 and part II. Judi has presented at local, regional, state and national conferences including Closing the Gap and many CESA 5 sponsored conferences. She is certified as a trainer in Apple Foundations, Proloquo2Go and Proloquo4Text.

Heather Fish is the CESA 5 School Improvement Services Director. She works with 35 area school districts and communities to offer services that foster safe and supportive learning environments in addition to curriculum and learning supports. Heather serves as a resource for schools in many areas ranging from curriculum, to school safety, to mental health.  She is a certified Mental Health First Aid trainer and has trained over 300 school staff.  In addition, Heather assists school staff with QPR (Question, Persuade, Refer) a suicide prevention program.  

Kellie Haugen, MS, CCC-SLP, is a Speech-Language Pathologist in the Autism and Developmental Disabilities Clinic and the Autism Treatment Programs at the Waisman Center, where she works to evaluate children’s communication skills and support access to interventions in the community. She has experience in a variety of school-based settings including Birth to Three, early childhood, and elementary through high school environments where she has served on IEP teams, evaluations for Child Find, special education referrals and screenings.

Sara Daniel, MSW, LCSW, is the Director of Clinical Services and Staff Development for SaintA, an agency that is leading the way in providing trauma informed care to children and families in Wisconsin. Since 1997, Sara has been collaborating with school districts and early care settings to provide consultation and training in working with students affected by trauma, mental health issues or behavioral challenges.  She oversees a continuum of services that provide for students, families and schools to support student success.  Sara is currently a member of the Trauma Sensitive School Workgroup for the Wisconsin Department of Public Instruction and the co-author of the Trauma Sensitive Schools Toolkit and Trauma Sensitive Schools Learning Module Series available on the Wisconsin Department of Public Instruction website. She has worked with over fifty school districts and trained over eight thousand school staff on Creating Trauma Sensitive Schools. Sara also provides training and certification on the Neurosequential Model of Therapeutics (NMT) to SaintA clinicians and is an Adverse Childhood Experience (ACE) Master Trainer.

Tim Markle, MA, works as the Regional Center Director for the Southern Regional Center for Children and Youth with Special Health Care Needs at the Waisman Center. He has been employed at the Waisman Center for over 7 years. Over the last few years, Tim has served on the Wisconsin Statewide Parent Educator Initiative External Partners Advisory Board, Community on Transition statewide leadership group and is currently on the Board of Directors for the Autism Society of South Central Wisconsin. He has presented at numerous conferences and events and helped facilitate many meetings and gatherings.

Chris Wing, PhD, CCC-SLP, is an accomplished language clinician who has worked intensively with children at risk for or demonstrating significant problems with self-regulation for more than twenty years.  She has worked closely with educators, mental health professionals, and therapists in both educational and health care settings. Dr. Wing integrates her clinical work as a certified speech and language pathologist with her own research on the relationships between language and self-regulation.  Dr. Wing has presented for the American Speech and Hearing Association, Minnesota Department of Education, Symposium for Research in Child Language Disorders, and the International Society for the Study of Behavior Development.