Differentiation is built on the belief that every student can succeed—with the right structure, targeted supports, and intentional design. Differentiated instruction is most effective when it is structured, intentional, and deeply rooted in data. This 6-hour interactive professional learning experience provides educators with a clear, actionable framework for designing and implementing differentiated small-group instruction aligned to students’ instructional needs.

Participants will explore how to use diagnostic and formative assessments to identify specific skill deficits, plan targeted instruction, and select research-validated interventions that directly address those needs (e.g., vocabulary, multisyllabic decoding, morphological awareness, comprehension processes, etc.). Throughout the session, educators will learn how to establish flexible small-group schedules, develop predictable instructional routines, and design differentiated progress-monitoring plans that ensure instructional decisions are purposeful, responsive, and student-centered.

By the end of this training, teachers will have the structure, tools, and protocols necessary to create small-group systems that support meaningful learning - helping every student experience success.

Stephanie Lester has over 35 years in education including: teaching preschool and a Project-Based Learning Multiage K-1st program, professional development speaker, author, Assistant Principal, Early Childhood Education Director, and Director of Curriculum, Instruction & Assessment.

Currently Stephanie partners with school communities as an Educational Consultant focusing on providing literacy support aligned with the science of reading, as well as professional development training on a variety of topics. She  has published two books: Year-Round Project-Based Activities for STEM and Science Through the Year. Stephanie is passionate about inspiring, educating, and motivating teachers to implement evidence-based instructional practices with the goal of developing the social, emotional, physical and cognitive skills that children will need to experience SUCCESS as 21st Century learners. Stephanie holds a MA degree in Education: Curriculum and Instruction, an Administrative Credential and Teaching Credentials. 

This session is designed to equip school personnel with the knowledge and practical tools necessary to support students with disabilities, particularly those with developmental disabilities (e.g., autism, intellectual disability) in their transition from school to successful employment. We will move beyond traditional academic preparation to focus on hard (e.g., technical) and soft (e.g., social) skills that are critical for obtaining and maintaining meaningful work. Participants will explore the unique strengths and challenges these individuals may experience in the workplace and learn how to effectively identify, assess, and foster the skills that lead to employment success and satisfaction. The session will emphasize a strengths-based approach to transition planning, providing actionable strategies that can be immediately implemented in the classroom and other educational settings.

Learning Objectives: 

• Define and differentiate between hard and soft skills required in today's workplace.

• Identify the common strengths and potential challenges of individuals with developmental disabilities related to employment skills.

• Utilize a variety of formal and informal assessment tools to create a comprehensive skills profile for individual students.

• Develop targeted intervention strategies and instructional methods to build critical hard and soft skills, with skill selection being informed by assessment.

Dr Keith Radley, Ph.D., BCBA-D, NCSP is the Dee Endowed Professor of School Psychology and  Chair, Department of Educational Psychology  University of Utah. He is also a licensed psychologist and behavior analyst. Dr. Radley’s research interests center on the application of behavioral interventions within academic settings, particularly for individuals with developmental disabilities. Further, his research focuses on data collection, visualization, and decision making in both research and applied contexts.

2024 – Professor, Department of Educational Psychology, University of Utah Director of Training, School Psychology Program, University of Utah

2023 – Associate Chair, Department of Educational Psychology, University of Utah

2018 – 2024 Associate Professor, Department of Educational Psychology, University of Utah, Director of Training, School Psychology Program, University of Utah

2012-2018  Assistant Professor, Department of Psychology, University of Southern Mississippi, Hattiesburg, Mississippi

2012-2018 Director, Southern Miss Autism Research and Treatment (SMART) Lab, University of Southern Mississippi, Hattiesburg, Mississippi

Participants will:

1. Understand how oral language drives vocabulary development, comprehension, and academic

reasoning.

2. Identify the components of effective oral language instruction (vocabulary, syntax, discourse,

listening comprehension, narrative).

3. Implement simple, high-impact routines that strengthen student talk across daily instruction.

4. Use talk structures and teacher moves that support deeper thinking and meaningful participation.

5. Embed oral language opportunities into everyday classroom routines and procedures.

6. Support multilingual learners and diverse language profiles through modeling and scaffolding.

7. Integrate oral language practices into reading, writing, math, and content areas.

8. Create an implementation plan to increase purposeful talk in their classrooms.

Key Components

The key components of the training are:

1. Why talk matters: the oral language–literacy connection

2. Developmental progression of oral language PK–6

3. High-impact talk routines that build student voice

4. Vocabulary development through purposeful conversations

5. Teacher discourse moves that deepen thinking

6. Narrative and storytelling structures that support comprehension and writing

7. Support strategies for multilingual learners

8. Using everyday routines (greetings, transitions, discussions) as language-building opportunities

9. Practical application and classroom planning 

Stephanie Lester has over 35 years in education including: teaching preschool and a Project-Based Learning Multiage K-1st program, professional development speaker, author, Assistant Principal, Early Childhood Education Director, and Director of Curriculum, Instruction & Assessment.

Currently Stephanie partners with school communities as an Educational Consultant focusing on providing literacy support aligned with the science of reading, as well as professional development training on a variety of topics. She  has published two books: Year-Round Project-Based Activities for STEM and Science Through the Year. Stephanie is passionate about inspiring, educating, and motivating teachers to implement evidence-based instructional practices with the goal of developing the social, emotional, physical and cognitive skills that children will need to experience SUCCESS as 21st Century learners. Stephanie holds a MA degree in Education: Curriculum and Instruction, an Administrative Credential and Teaching Credentials. 

The Mandt System builds on skill development through a system of gradual and graded alternatives for de-escalating and assisting people using a combination of interpersonal communication skills, conflict resolution strategies, and physical interaction techniques. The goal is to assist others in managing themselves and the safety of all involved through skillful and nonphysical means. Physical strategies are also taught to provide additional “least restrictive” options in the event the person poses a clear threat of substantial harm to self or others if physically unassisted. The Mandt System focuses on prevention.

Schedule:

 7:45-8:00-Sign in (Both days)

 8:30-4:30-Mandt Training (Day One)

 8:30-12:00(Day Two)

 2:00-4:30 (Day Two as needed)

This is a two-day training, and attendance is required on both days. Those recertifying also need to attend both days. Saturday involves learning the physical part of the training. Groups are limited to 10 people by the MANDT Company. If we reach our maximum of 20, our presenter will break participants into two groups on Saturday of the training (a.m. and p.m.)

Clarissa Shaffer, certified Mandt Trainer.  Clarissa Shaffer has been a teacher for sixteen years. She began her career teaching 4th through 8th grade for seven years before moving to her current role working with kindergarten through 4th grade students. This wide range of experience has given her valuable insight into both the foundational and developmental stages of learning. In addition to her classroom work, Lissy is a certified Mandt instructor, committed to promoting safe, respectful, and supportive environments. She is passionate about helping others build positive relationships, foster trust, and develop effective strategies for handling challenges with confidence.  

Are you ready to re-learn fractions? In this hand-on, highly interactive workshop, you will learn how to understand and teach fractions in a whole new way! Fractions are numbers. We can count fractions just like we count numbers. We need fractions to help us represent amounts between whole numbers. Students must understand benchmark fractions, numerators, denominators, the importance of the “whole” and then use these skills to reason and explain their understanding. We will look at student misconceptions in all areas of fractions and learn how to correct this. The skills included are also helpful for older students who still do not understand fractions and how to work with them.

Skills covered include equal parts, unit fractions, benchmark fractions, what is a “whole”, fractions of a set, equivalent fractions, mixed numbers, use number lines to understand fractions, comparing and ordering fractions, adding and subtracting fractions, and multiplying and dividing fractions.

Learning Targets:

●        Learners will practice activities to teach fractions using examples and counterexamples.

●        Learners will practice skills to help students understand fractions at a deeper level.

●        Learners will use words and phrases to help students understand their own knowledge of fractions.

Participants will have a full day of “make and take” activities. Plan to put your computers away and be a learner yourself!

Materials to bring: markers or colored pencils, scissors, glue stick