OTHER THAN INSTITUTE #4: GRANT-WRITING, THIS EVENT IS ENTIRELY SOLD OUT.
WHILE IT IS POSSIBLE TO REGISTER FOR THE WAITLIST FOR OTHER INSTITUTES, THE CHANCE OF A SEAT OPENING IS EXTREMELY LOW.
AHEAD is pleased to announce its annual Management and TRiO Institutes. Once again, five in-depth, 13-hour hour Institutes on contemporary issues in disability services in higher education will be offered. This year, we are excited to add new Saturday morning programming: an taste of a second content area. The five, two-day Institutes cover a range of topics for disability service professionals, student affairs staff and administrators, TRiO personnel, and anyone working toward equity in higher education. AHEAD’s Management Institutes offer an intimate setting, hands-on learning, networking opportunities, and experienced faculty that bring attendees back year after year. Each attendee chooses ONE two-day Institute for an in-depth focus on a specific topic and ONE Saturday morning workshop. We hope you can join us this year.
The following five in-depth sessions will be offered this year (choose ONE):
- Institute #1: Comprehensive Assessment of Disability Resource Offices: The Tools, Techniques, and Strategies
- Institute #2: Disability Law for DSS Directors, Staff, and ADA Officers: Compliance requirements, analytical tools, and solutions
- Institute #3: An Introduction to Managing Accommodations for Students in Health Science and Professional Education
- Institute #4: Writing to Win! Mastering Program Planning, Fund Research, and Proposal Composition Strategies
- Institute #5: Removing Roadblocks to Learning, Retention, and Graduation for All TRIO Students
Saturday Bonus Presentations
Our Saturday morning programming offers participants the opportunity to learn outside their primary area of registration. The following three two-hour sessions will be offered. Participants will choose ONE Saturday morning option.
- Key Issues in Accommodation Decision-Making
Jamie Axelrod, M.S., Northern Arizona University
Paul Grossman, J.D., Hastings College of Law
We will look at three key issues that commonly arise in OCR letters and court cases: individualization, the interactive process, and fundamental alteration determination. Focusing your office practices on these important concepts will help you make more informed and helpful decisions when working with students and faculty. (This content will be repetitive for participants in Institute #2)
- Field Placements, Clinicals, Rotations, Student Teaching, and Internships: Oh My!
Elisa Laird-Metke, J.D., Samuel Merritt University
Jon McGough, M.Ed., Western Washington University
This two-hour presentation will address creating access for students in multiple types of off-campus educational sites. The topics we'll cover include:
• How the ADA applies to students in educational sites away from campus,
• Gaining knowledge to create appropriate accommodations by building collaborative partners, gaining familiarity with clinical sites, and creating a personal toolkit,
• Proactive planning with students,
• What technical standards are and how to use them in your work.
Plenty of time will be reserved for Q&A. (This content will be fairly repetitive for participants in Institute #3)
- Introduction to LD Diagnostic Testing
Rhonda Rapp, Ph.D., St. Mary’s University
While diagnostic test reports for learning disabilities can vary widely, they all share basic characteristics. This session will provide a guided journey through the commonalities of a “typical” learning disability diagnostic testing report. The various components of a typical report will be covered, along with their uses and significance. We will discuss background information, behavioral observations, information that is highlighted by individual tests and subtests, and the evaluator’s conclusions. A case study will illustrate the information.
Instruction Schedule- 15-hours total of direct instruction: 13-hours in selected content area and 2-hour Saturday bonus presentations.
9:00 – 5:30 pm: Thursday, February 6th Selected Institute (breaks: 10:30-10:45 & 3:30-3:45; lunch 12:30-2:00)
9:00 – 5:30 pm: Friday, February 7th Selected Institute (breaks: 10:30-10:45 & 3:30-3:45; lunch 12:30-2:00)
9:00 am - 11:00 am: Saturday, February 8th BONUS Snapshot presentations
AHEAD has applied for CRCC continuing education credit for all programs and offers a certificate of attendance for interested participants.
Registration includes full breakfast on Thursday and Friday and morning and afternoon beverage breaks.
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Institute #1: Comprehensive Assessment of Disability Resource Offices: The Tools, Techniques, and Strategies
Ann Knettler, M.A., Delaware State University
Jill Sieben-Schneider, Ed.D., University of Colorado Boulder
Increasingly, disability resource professionals are expected to participate actively in their institution’s assessment plans, documenting the effectiveness of their offices and, often, its impact on students. This Institute will introduce essential elements of a successful, usable plan for designing a comprehensive assessment strategy that will give you the tools necessary for both continual improvement and addressing requests from administration. We’ll outline program review components, types of and uses for standards, essential data to incorporate, and external and internal approaches to effective review practices.
Evaluating any service starts with identifying a well-articulated purpose for the review, understanding professional standards, and incorporating thoughtful planning for use of review results. The presenters will take attendees through a step-by-step process for developing these elements, providing examples and opportunities for application and networking.
Attendees will learn about the use of professional standards as foundational tools necessary for a program review, how program elements and a comprehensive review benefit from the use of outcome data, how to use data so that it talks for you, and how to understand the difference between a basic program summary that reports numbers and a full blown review that can be a strategic planning tool. Constructing and measuring outcomes, both of program elements and student learning, will be presented and explained. Program Standards from both AHEAD and the Council for the Advancement of Standards in Higher Education (CAS) standards will provide a framework. Student learning outcome theory will be explored and examples for incorporating this paradigm into disability resource work provided.
Presentations components include:
- Rationale for program review
- Using data to inform practice
- Tools for assessing the effectiveness of disability resource offices
- Means for presenting program review findings to management.
- Resources from AHEAD and CAS
Attendees will have the opportunity to plan steps to take at their own institutions for planning and executing a program review.
Institute #2: Introduction to Disability Law for DSS Directors, Staff, and ADA Officers
Paul Grossman, J.D., Hastings College of Law
Jamie Axelrod, M.S., Northern Arizona University
Mary Lee Vance, Ph.D., California State University Sacramento
Back by popular demand, this updated two-day AHEAD Institute will give DS, ADA, disability law practitioners, and compliance professionals a comprehensive introduction to postsecondary student disability law, including the requirements of the Americans Disabilities Act, Section 504 of the Rehabilitation Act of 1973, and the Fair Housing Act. There is simple no way to anticipate every question or scenario that will arise in implementing these laws. Consequently, our mission is to provide each participant with a series of comprehensive frameworks, “analytical paradigms,” and procedural tools for addressing the broad range of legal questions they are likely to encounter. The courts and the Office for Civil Rights often devote more scrutiny to the processes colleges and universities use to reach their decisions than to the decisions themselves. Accordingly, this course will also present the procedures most likely to receive agency approval and deference.
We will begin by placing the responsibilities of disability services into its civil rights context with a review of the history of discrimination against individuals with disabilities and the emergence of the disability rights movement in America. Participants will learn what legal traditions and concepts all antidiscrimination laws share and what is unique to disability law – knowledge useful to convincing administrators and faculty of the importance of the DSS mission.
Our next step will be to focus on the critical question of who is “a qualified individual with a disability” (QID), the issue underlying about 80% of all post-secondary student disability cases. This includes focusing on who is “an individual with a disability” under the ADA as amended and what the courts and DOJ tell us about documentation of disability. The class will proceed to the second element of the QID paradigm, “qualification:” whether a student with a disability can meet the essential academic and technical requirements of the institution, with or without reasonable accommodation, “academic adjustments and auxiliary aids.” This will include which accommodations are “necessary” and “reasonable” and which are not because they either entail a “fundamental alteration” or an “undue burden.” Particular attention will be paid to those accommodations that pertain to individuals with visual, print, and hearing disabilities.
We will analyze recent court decisions and OCR letters and settlement agreements, whose discernible theme is that colleges and universities should never deny an accommodation to qualified students with disabilities without first engaging in a case-by-case (“individualized” and “interactive”) consideration process of the requested accommodation, even if implementing the accommodation would require making an exception or modification to a long-existing rule, practice, policy, or assumption.
In each stage of the course, we will apply these foundational concepts to cutting-edge legal developments in some of the most challenging and complex issues that face DS offices. Throughout the Institute, opportunities to apply concepts will be provided through discussions of recent cases.
Institute #3: An Introduction to Managing Accommodations for Students in Health Science and Professional Education
Elisa Laird-Metke, Samuel Merritt University
Jon McGough, M.Ed., Western Washington University
This training will provide management guidance for
new disability office practitioners or those with some experience but
new to health sciences and will include a refresher in accommodation principles as they are applied in health sciences. This training is developed as part of an introductory and advanced series that can be taken individually or as part of the series. The introductory training builds a foundation and prepares participants for the case-based advanced course on health science accommodations that will be offered by AHEAD in May 2020 in Portland, Oregon as part of its Next Chapter: Master Classes for Seasoned Professionals.
Schools that offer health science programs, whether 2-year, 4-year, or graduate programs, face unique challenges when creating reasonable accommodations for health science and professional students with disabilities. This introduction to disability accommodations in the health sciences will provide an overview of how to address complex accommodation requests in classroom, lab, and clinical environments. Common challenges include the lock-step nature of most programs, determining appropriate accommodations in patient care settings, meeting technical standards, and proactive planning to anticipate accommodation needs in clinical environments. College personnel involved in creating access for all types of health science programs will benefit from this training, including professional graduate, bachelors, and one or two-year and technical degrees in fields such as medicine, podiatry, nursing, dental, pharmacy, speech/language, physical or occupational therapy, physical assistant, veterinary, or other programs.
The presenters will cover the basic tenets of practicing in these specializations, including the most relevant OCR decisions and court cases, and participants will have opportunities to work through basic scenarios. Each day will end with dedicated time for Q&A.
Throughout the two days, participants will gain:
- a practical overview of disability laws and how they apply to the health sciences, with particular attention to how disability laws relate to health science clinical accommodations;
- an understanding of the interactive process that occurs between disability professionals, faculty, staff, and the student when determining reasonable accommodations in clinical and lab environments (such as fieldwork, internships, clerkships, preceptorships, etc., as well as OSCEs, sim labs, cadaver labs, etc.);
- information on how to identify when a potential accommodation may affect the integrity of the learning outcomes, compromise patient safety, or challenge technical standards;
- an appreciation of the importance of having clear, written policies and procedures available to prospective students, as well as to recently admitted and currently enrolled students;
- tips for developing clear processes for faculty and staff;
- ideas for how to work with students and faculty to improve communication around disability-related needs and implementing accommodations;
- skills for training faculty, including “myth busting” regarding students with disabilities in health science programs and addressing common concerns about patient safety, essential requirements, and technical standards, and advising faculty and administrators who may instinctively slip from the role of faculty into their roles as health care providers when working with students with disabilities.
Participants will leave this training with tools to aid in decision-making, policy development, and leading faculty/staff development trainings.
Institute #4: Writing to Win! Mastering Program Planning, Fund Research, and Proposal Composition Strategies
Stephan Smith, AHEAD
As traditional funding sources for quality, inventive programs and services become evermore scarce, the absolute need for higher education disability professionals to have refined abilities in program planning, funding research, and proposal writing is increasingly essential. Through a combination of expert lecture, interactive exercises, and practical activities, participants in this highly engaging Institute will become adept in the crucial skills necessary to research, plan, and deliver effective grant proposals.
Participants will immerse themselves in an “apply while learning and learn while applying” model through working on the fundamentals of their self-chosen, real-world proposal throughout the workshop time.
The institute content will focus on three major areas:
- Essential elements and processes of program planning
This institute is centered in the understanding that “it’s all about the program.” This intensive course will teach professional program development essentials and program evaluation. Most grant writing “workshops” address program development and evaluation as separate from the writing of a proposal; this institute will build on the crucial relationship between overall program planning and grant writing.
- Funding and support research
This institute will address the essential elements of foundation, corporation, and government grant research. The research process will be addressed as a strategic approach that focuses on research as an integrated part of the grant seeking process. This program will teach participants how to use research as a crucial component of the strategic grant acquisition effort.
- Professional quality grant composition
This program is specifically designed to benefit both the novice and experienced grant proposal writer or program planner. In addition to addressing the basic components of a grant proposal, this institute is infused with expert principles that will lead to a mastery of the process. Strategy resides at the forefront of this institute’s intent to illustrate grant writing as an integrated, multidimensional, and dynamic endeavor.
Participants will complete the two-day Institute with a thorough understanding of the holistic approach necessary to secure funding through quality program planning, research, and grant proposal writing.
Institute #5: Removing Roadblocks to Learning, Retention, and Graduation for All TRIO Students
Rhonda H. Rapp, Ph.D., St. Mary’s University
This intermediate to advanced level TRIO Training Institute will focus on providing programming, strategies, activities, and shared practices that address the changing landscape of education (at all levels), as well as changing student populations. Focus will be on emerging Latinx populations, men of color, students with disabilities, individuals in the foster care system, and LGBTQ students. Topics include, but aren’t limited to, metacognition, Bloom’s Taxonomy, the learning cycle, academic coaching, inclusivity, accessibility, social and cultural capital, and the formation of non-cognitive skills (i.e., grit, perseverance, etc.) in a framework of creating long-term learning and success for all TRiO students.
Students of all abilities and backgrounds want educational experiences that are inclusive, accessible, and formative and that convey respect. Since their inception, TRIO programs have provided a diverse array of successful educational experiences and programming for a wide variety of learners. However, the educational landscape is changing and so are the students. It is no longer enough to “get an education.” Higher education, graduate schools, professional schools, and future employers expect not only well-educated individuals but also life-long learners with grit and perseverance who know how they learn and how to enhance their learning. Learning is not just a destination; it is a life-long adventure!
Staff from all levels of TRIO programs are encouraged to not only attend but to help create the group’s cadre of shared practices. This will be hands-on, development-focused Institute. You are encouraged to dress comfortably – think: what could I get paint, glue, glitter, etc. all over and it would be OK and/or what could I wear so that I can sit on the floor?
If you have any questions about this Institute focused on TRIO personnel and the programming, services, and activities that TRIO programs provide, please contact Rhonda H. Rapp at: rrapp2@stmarytx.edu.
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Faculty
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Host Hotel
Embassy Suites by Hilton Tampa Downtown Convention Center
513 South Florida Avenue, Tampa, Florida, 33602
All events and housing for the 2020 AHEAD Management Institutes will be at the Embassy Suites by Hilton Tampa Downtown Convention Center in Tampa, Florida. Nestled in the heart of Downtown Tampa, Embassy Suites Tampa Downtown Convention Center welcomes you to a newly renovated, vibrant, and contemporary guest experience.
AHEAD has secured a discounted block of sleeping rooms for the Management Institutes at a group rate of $195.00 + tax per night for single or double occupancy. DAILY RESORT FEE IS WAIVED FOR AHEAD ATTENDEES. Reservations must be made no later than Wednesday, January 15th, 2020. You are welcome to make reservations by visiting: http://embassysuites.hilton.com/en/es/groups/personalized/T/TPAESES-AHD-20200205/index.jhtml or by calling 813-769-8300 and using group code ADH.
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Costs & Registration Information
|
Received On or Before Dec. 20, 2019 |
Received After Dec. 20, 2020 |
| AHEAD or TRiO Member |
$475 |
$575 |
| Non-Member |
$575 |
$675 |
Registration includes all materials, full breakfast on Thursday and Friday, and beverage morning and afternoon breaks each day of the Institutes. Travel expenses, hotel accommodations, and additional meals are not included in the registration fee. Refunds can only be provided for cancellations received in writing on or before December 20, 2019. A $75.00 administrative fee will be charged for all cancellations. We regret that no refunds can be issued after December 20, 2019 for any reason but can be transferred to another attendee from the same institution.
ONLINE REGISTRATION
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