Special Education from A to Z is a comprehensive five-session webinar series that examines every stage of the special education process, from determining student eligibility to planning successful post-secondary transitions.
Presented by five experienced practitioners, each session highlights evidence-based best practices drawn from real-world experience. Participants will gain practical guidance on determining eligibility for special education services, conducting comprehensive evaluations, collecting and interpreting assessment data, and developing measurable IEP goals.
Presenters will also share best practices for determining when out-of-district placements are appropriate, as well as strategies for supporting students as they transition to college, employment, and other post-secondary opportunities, including accessing disability support services in higher education. Drawing on the expertise of five experienced practitioners, participants will gain practical tools and proven strategies to enhance special education services from eligibility through post-secondary transition.
To receive PDPs and CEUs, participants must attend all 5 sessions, either live or via the recording, and successfully pass a quiz following Session 5. Within 24 hours of the live webinar, registrants will be emailed a link to view the recorded webinar. The recording will be made available for 7 days after each session.
This session will cover various aspects of court and legislative decisions that have determined the focus of special education. We will also look into many aspects of the IEP Team process as they go about determining a student’s eligibility.
Evaluations are a foundational component of the special education process, providing the data necessary to determine eligibility, identify student needs, and inform the development of individualized education programs (IEPs). Assessments, ranging from standardized testing to observations and interviews, must be conducted in a comprehensive, culturally responsive manner to ensure accurate and meaningful results. It is equally important to communicate evaluation findings with caregivers, who are essential partners in decision-making. Clear explanations of results, opportunities for questions, and collaborative discussion help build trust and ensure families, as well as school staff, understand how evaluation outcomes translate into supports and services.
This session will introduce best practices to monitor students receiving mental health services progress, including selecting measures and analyzing psychosocial data. Additionally, this session will discuss how to use the data to inform adjustments to practice and monitor student growth, and embed measurements into session structure. Participants will explore how to develop data-driven, measurable annual goals and design service delivery practices that align with evidence-based therapeutic approaches for students receiving counseling services through IEPs.
Have you ever been in a Team meeting where there was disagreement over the meaning of evaluation results? Where the evaluation results were incomplete? About how serious the impact of a disability is upon learning and other developmental milestones? About what level of services and what type of PLACEMENT is needed to provide FAPE? Of course you have!
As you know, special education laws and regulations are numerous and often have very specific requirements and timetables.
Re-Evaluation is one of those requirements with important nuances. In this session, you will learn about the ‘why’ behind the laws and the reasons for re-evaluation.
And, when considering the varied circumstances surrounding Out-of-District (OOD) students’ disability types, disability impact, and very often the educational history leading to OOD placements decisions, it is crucial all steps are followed precisely!
Sharon Stewart will guide you through the required steps, the variances to consider for complex disability profiles, contentious or settlement agreement placements, and what to consider in developing the best re-evaluation plan that informs IEP development and the crucial placement decision. And, for OOD students, what might best practice indicate as the course of action when a placement change may be contemplated.
Transition planning empowers youth with disabilities to confidently step into adulthood. This session will cover transition planning requirements under IDEA as well as practical approaches to support students as they develop a vision for postsecondary education, employment, and independent living. Topics include mapping out transition services, fostering self-determination, utilizing age-appropriate assessments, developing meaningful post-secondary goals, collaborating with community partners, and preparing for the change in support services after high school.
Speakers
- John Crocker, M.Ed.
- Jill Curry, Ed.D., CRC
- Lael Gahan, MS/CAGS, NSCP
- Robert McArdle, M.Ed
- Sharon D. Stewart, M.Ed.
Special Education from A to Z
About the Speakers
John Crocker, M.Ed.
John Crocker, M.Ed., (he/him) has worked in public education for fifteen years, primarily as the administrator for the Methuen Public Schools Counseling Department. He has overseen the planning and implementation of the “Mental Health Initiative,” which has focused on the establishment of a comprehensive school mental health system (CSMHS) in partnership with the National Center for School Mental Health (NCSMH). John has worked with the NCSMH as a member of the National School Mental Health Task Force and as the Massachusetts team leader for the National Coalition for the State Advancement of School Mental Health (NCSA-SMH).
Jill Curry, Ed.D., CRC
Jill Curry, Ed.D., CRC, (she/her) has more than 20 years of experience in public education, with a specialized focus on transition planning and career development. She is a nationally certified rehabilitation counselor and has served as a transition coordinator and special education administrator. Jill teaches transition-focused graduate-level courses and is a frequent conference presenter on topics related to postsecondary planning, transition assessment, and workforce readiness. She currently works as the career center coordinator at Lincoln-Sudbury Regional High School, where she supports students in exploring meaningful work experiences and a wide range of postsecondary options.
Lael Gahan, MS/CAGS, NSCP
Lael Gahan, MS/CAGS, NSCP, (she/her) is a School Psychologist, Licensed Special Education Director, Youth Mental Health First Aid Instructor, and Yoga Teacher with more than a decade of experience advancing inclusive practices and supporting the academic, social, emotional, and behavioral success of diverse learners. Currently serving as a School Psychologist and Student Support Team Point Person at Minuteman Vocational Technical Regional High School, Lael brings a unique blend of Special Education expertise, mental health knowledge, and organizational leadership to fostering student success and school connectedness. Lael studied Psychology and Education at Hartwick College and earned an M.S./C.A.G.S. in Educational and School Psychology from Northeastern University. Lael also completed the Special Education Director Certificate at Fitchburg State University, further deepening expertise in Special Education law, leadership, and program administration.
Robert McArdle, M.Ed.
Robert McArdle, M.Ed., (he/him) has over forty-five years of experience in public education as a Mediator and Educational Specialist for the Department of Elementary and Secondary Education, Administrator of Special Education for Woburn Public Schools, Pupil Personnel Administrator for Greater Lawrence Technical High School and the Stoneham Public Schools, Executive Director of the Greater Lawrence Education Collaborative and Executive Director of the Gifford School. Mr. McArdle has been a Visiting Faculty Member at Salem State College, Fitchburg State College, the University of Massachusetts/Boston and Endicott College, in addition to consulting for public and private schools. He is the co-author of A Practical Approach to Special Education Administration: Creating Positive Outcomes for Students With Different Abilities, has served in several executive board positions, including President of the Massachusetts Association of Administrators of Special Education, and is a past recipient of the Massachusetts Special Education Administrator of the Year award.
Sharon D. Stewart, M.Ed.
Sharon D. Stewart, M.Ed., (she/her) earned her B.S. degree at Boston College in Special and Elementary Education and her Master’s Degree in Educational Leadership at Lesley College in Cambridge, MA. She began her career in special education in the early years of the field in Massachusetts and has been a leader in forging the changes needed over her long career, to ensure those students for whom learning is not an easy path, had true access to a high-quality education. Selected highlights of her work as an education leader include establishing, teaching in and running new educational programs and schools for various disability populations through the Shore Educational Collaborative, based in Chelsea, MA, continually increasing areas of responsibility and scope of expertise until she oversaw all their special education programs.
Membership Information
Most MPY webinars are available ONLY to current staff from member districts and organizations. Public school memberships include police and fire personnel. Former and retired employees and members of committees, including but not limited to, PTO/PTA, PAC, School Improvement Councils, Health Councils, Drug/Alcohol Councils, and school volunteers, are not considered MPY members.
PDPs and CEUs
MPY is an approved Professional Development Provider through the Massachusetts Department of Elementary & Secondary Education (Provider No. F20180079). Professional Development Points (PDPs) are offered for most MPY professional development webinars. PDPs are issued in 10 hour increments, per DESE requirements.
Continuing Education Units (CEUs) are available for clinical staff through the National Association of Social Workers (NASW) and the Massachusetts Mental Health Counselors Association, Inc. (MaMHCA). The NASW and the MaMHCA approve each event individually. CEUs may be given in hourly increments.
To receive PDPs and CEUs, participants must pass the quiz.
Event Cancellation Policy
If you are unable to attend a MPY webinar you must cancel, through Bonnie Mullen at bonnie@mpyinc.org, one business day before the webinar.
For MPY hybrid conferences, the date in-person registration closes will be posted on MPY’s website. Virtual conference registration will close one business day before the hybrid conference. You cannot cancel or switch your registration from in-person to virtual after in-person registration closes. Please email Bonnie Mullen with any questions regarding registration.