Handouts available for each presentation are highlighted below. Please download and/or make your own copies and bring to the conference.

Law Seminar

Sunday, September 24, 2017

2:00 - 5:00 p.m.


Section 504: What’s New and What’s Next

Presentations/Handouts:   Section 504: What’s New and What’s Next

Betsey Helfrich, Attorney

Sarah Schmanke, Attorney

Mickes O’Toole, LLC

This insightful presentation will review recent cases and guidance on Section 504 including the U.S. Supreme Court decision in Fry v. Napoleon Community Schools, (2017) and analyze the impact of these cases on future legal claims filed under Section 504.  Section 504 best practices and ways to minimize liability for your District and staff will also be examined.

Lessons in Manifestation Determinations

Presentations/Handouts:  Lessons in Manifestation Determinations

Celynda L. Brasher, Attorney

Michelle H. Basi, Attorney

Tueth Keeney Cooper Mohan & Jackstadt, P.C.

Join us for a fast-paced review of agency and court decisions regarding manifestation determinations. Learn what to do and what not to do, and come with practical tips for avoiding legal challenges, and successfully defending the challenges that do arise.

The IDEA and the Supreme Court's 2016 Term: Endrew F., Fry, and Trinity Lutheran


Jim Thomeczek, Attorney

Thomeczek & Brink, LLC

Three Supreme Court decisions from the Court’s 2016 Term may affect the provision of special education in Missouri – and one of the three will certainly affect the way we talk about special education.


In Endrew F., the Court revisited the Rowley standard which had guided special education legal analysis for 35 years.  Fry, more of a “lawyer’s case,” informs parents’ attorneys when they will need to file a due process complaint under the IDEA before filing a discrimination case under Section 504 in federal court.  Finally, while Trinity Lutheran is not an education case, it does examine First Amendment ramifications of strictly applying Blaine Amendments, such as those found in the Missouri Constitution.  Those Amendments have played a role in a number of education cases, including at least two special education cases. 

4:05 – 4:45 p.m.      

Legal Issues – Updates and Trends


Shellie Guin, Attorney

Ryan Fry, Attorney

Guin Mundorf, LLC

Legal issues pertaining to students with disabilities has been one of the fastest growing areas of education law in recent years. An understanding of the legal developments and trends in this area is essential in order to be an effective special education in today’s schools.

General Session

Monday, September 25, 2017

8:45 – 9:45 a.m.   DESE Update

Presentations/Handouts: DESE General Session Update Powerpoint Sept. 2017.pptx

Staff from Office of Special Education Missouri Department of Elementary and Secondary Education Coordinator Missouri Department of Elementary and Secondary Education Staff from the Office of Special Education sections of Compliance, Effective Practices, Data System Management and Funds will be presenting an update on information from each of their respective areas.

9:45 – 11:15 a.m.   Keynote: Dr. Randy Sprick

Presentations/Handouts:  Behavior Support--The Cornerstone of MTSS to Improve Student Achievement (Sprick Keynote PPT).pdf

Behavior Support: The Cornerstone of MTSS to Improve Student Achievement

It has been well established that a positive school and classroom climate is conducive the student achievement and prevention is the name of the game. Many schools think their universal practices are “good enough,” but any school that is truly implementing multi-tier behavior support is striving to continuously upgrade universal practices to improve safety, climate, and discipline.

Breakout Sessions

Monday, September 25, 2017

1:00 – 2:30 p.m.

Early-Stage Behavioral Interventions for Individual Students

Salon A

Dr. Randy Sprick, Keynote Speaker

Presentations/Handouts:  Early Stage Behavioral Interventions for Individual Students (Sprick).pdf

This session provides information on 5 interventions that can become a standard protocol within a district— what teachers should implement first when an individual student’s behavior is problematic. Strategies include planned discussion, goal setting, data-collection and debrie ng, increasing positive interactions, and function- based interventions. Each strategy includes easy-to-use implementation forms and worksheets. This protocol is essential for creating the link between universal procedures and Tier 2 and Tier 3 intervention support.

DESE Child Complaints – Successfully Navigating the Complaint Process

Salon B

Shellie Guin, Attorney, Guin Mundorf, LLC

Ryan Fry, Attorney, Guin Mundorf, LLC


School districts continue to be faced with DESE inquiries into district practices and legal compliance through the child complaint process. We will walk through this process from complaint to decision, highlighting useful strategies and practical advice to effectively and efficiently navigate the process as well as address a finding of non-compliance.

Take Care of Yourself and Your Students:  Strategies for Creating a Trauma Sensitive Classroom

Salon C

Ms. Mickey Hughes, Effective Practice Specialist, Special School District

Presentations/Handouts:    PresentationCreating trauma - informed classrooms & Trauma Informed Classroom Graphic

A brief amount of time will be spent giving an overview of trauma and how it impacts brain development, learning, and behavior.  Specific, evidence- based strategies to help students and teachers to manage extreme emotions and reactions will be taught.  These will include: building safety plans, enhancing connections, behavior management, sensory supports, teaching emotional regulation strategies, and mindfulness strategies.  This will be a “hands on” session with a lot of movement and activities.   A final focus will be on the importance of “self –care” in a trauma-sensitive classroom.

Academically Able And Autism

Room 60/61

Shannon Locke, M.S.-CCC/SLP, Autism Resource Specialist, MSU Project ACCESS of MO-DESE

Terri Carrington, M.A.-CCC/SLP, Associate Director, MSU Project ACCESS/MO-DESE

Presentations/Handouts: Academically Able and Autism Presentation.pdfEx lesson plan Think Social MGW-1.tifpragmatic-protocol-prutting-and-kirchner.doc & Revised Program Review.pdf

Discussion about students with Autism, often considered “high functioning”, receiving little/no academic special services. These students still struggle, especially with social communication and executive functioning. We’ll discuss how these deficits negatively impact educational performance and post-secondary goals. Session will focus on identifying, assessing needs, and ways to support their learning.

ECSE Program Guidance and DESE Updates

Room 62/63/64

Kristen Clemons, ECSE Coordinator, Rockwood School District

DESE staff


This year ECSE has been widely discussed in the state of Missouri.  Proposed legislation, proposed changes to the state plan, and budgetary increases year after year have spurred discussions on how to best meet the needs of students while being fiscally responsible regarding current Missouri budgetary concerns.  This session will be an update regarding DESE’s current work in ECSE and the outcomes of an ECSE/DESE focus group.

Stress Management for Teachers

Parasol I

Dr. Keith Herman, Professor, University of Missouri

Presentations/Handouts: Stress Management for Teachers (Herman).pdf

Teaching can be a stressful profession. Fortunately, the science of stress and coping has developed many strategies that can support teacher well-being. This session will focus on the practical tools that any educator can use to cope with the inevitable stressors of their jobs.   

Eligibility Determinations: Why is this so difficult?!

Parasol II

Heidi Atkins Lieberman, Attorney, Thomeczek & Brink, LLC

Presentations/Handouts: Eligibility Determinations why is this so difficult MO CASE 2017 - (Lieberman).pdf

This session will focus on eligibility criteria for several categories, and will include discussion about use of professional judgment, determination of adverse educational impact, and application of the exclusionary criteria (e.g. lack of instruction in reading, lack of instruction in math, limited English proficiency). Court decisions and federal policy decisions will be covered.

New Director Cohort

Room 70/71

Dr. Kelli Watson, New Directors/AMP Co-Chair, MO-CASE


This session provides and opportunity for new Special Education Directors to network with other new directors and to connect with seasoned directors. Staff for the Department of Elementary and Secondary Education will be on hand to answer questions and provide guidance to New Directors. AMP – Missouri’s Mentoring Program for New Directors will be explained along with other resources available to support the work of the New Directors.

Contracting with Mental Health Professionals

Room 74/75

Sarah A. Schmanke, Attorney, Mickes O’Toole, LLC

Betsey A Helfrich, Attorney, Mickes O’Toole, LLC

Presentations/Handouts: Contracting with Mental Health Professionals (Helfrich, Schmanke).pdf

Student mental health is a growing concern in our schools and our communities. This presentation will provide an overview of the public school district’s legal obligations and potential liability related to student mental health.  Key issues related to providing mental health services will be discussed including best practices for collaborating with mental health professionals, the benefits and negatives of contracting with outside mental health providers verses employing them internally, and potential pitfalls to avoid in working with outside providers.

Developing a Trauma-Informed, Building-Wide Leadership Committee

Room 76/77

Dr. Deanne McCullough, Executive Director of Behavior Support & Consultant Specialist, Ft. Zumwalt School District

Mrs. Kim Arnold, Behavior Specialist, Ft. Zumwalt School District


This session will emphasize the importance of developing a trauma-informed, building-wide leadership committee. Participants will learn about developing a committee in their own buildings, the training found most helpful, and strategies for overcoming the most common obstacles. Ways your leadership committee can support students, teachers, and parents will be shared.

Building Work Based Learning Experience Within WIOA

Redbud Room

Mr. Robert Simpson, Ed.S., Director MU Pre-Employment Transition Services, University of Missouri – College of Education – Hook Center

Kim Gee, MS. LPC, CRC, Director of Transition & 511 Services, MO VR, Missouri Department of Elementary & Secondary Education – Vocational Rehabilitation

Presentations/Handouts: Building Work Based Learning Experience Within WIOA (Simpson).ppt

Recent changes within federal workforce legislation have pushed additional resources toward secondary students with disabilities at an earlier age with deeper levels of service.  They have also prohibited schools from providing work experience in sub-minimum wage settings (Sheltered Workshops).  As schools scramble to create work experience programs that prepare students for competitive integrated employment, consideration of applicable labor laws and available resources should be considered.

Breakout Sessions

Monday, September 25, 2017

2:45 - 4:15 p.m.

Third Time's a Charm:  Using the magic number “3” in Behavior Interventions that WORK!

Salon C

Mrs. Cassie Gates, Behavior Specialist, Warrensburg R-VI

Mrs. Jennifer Fox , Special Education Teacher & IDAC, Warrensburg R-VI

Presentations/Handouts: Third Times a Charm (Gates) - Presentation.pdf

Lots of 3-step strategies and tips for adults to follow to best change student behavior--effectively, calmly and consistently.   Participants will be ready to go back to their classrooms the very next day and put the power of 3 to work!

Critical Components of an Effective Intensive Teaching/Verbal Behavior Program

Room 60/61

Stacey Martin, BCBA, Summit Behavioral Services

Kaye Otten, Associate Professor, University Central Missouri 


Abstract of 50 Words or Less (as it will appear in program) This session will provide an overview of the necessary elements in creating an intensive intervention program which focuses on development of verbal behavior skills and utilizes principles of Applied Behavior Analysis throughout all aspects of instruction. The importance of conditioning staff as sources of reinforcement and strategies for establishing instructional control will be covered.

Using a Backward Design Lens to Develop MTSS Framework for School-based Mental Health Services 

Room 62/63/64

Dr. Kelli Watson, Administrator, Special School District


School Districts have the responsibility of educating all students regardless of the emotional challenges they bring to the educational environment.  These challenges may or may not be known due to the inconsistent links between the medical services and educational services.  The two continue to work in silos instead of together to create a comprehensive approach to dealing with socio-emotional development and support.  Not understanding the complexities of mental health concerns and environmental influences put school systems at a disadvantage and require the system to depend on a medical intervention that may or may not be applicable or current. 

We plan to address how to identify the systemic changes needed to blend school resources and community resources together to develop a comprehensive and integrated framework for proactive social-emotional services.  This would begin to build some leverage for school districts to have a voice at the table when discussing these specific diagnosis that have become taboo (ADHD, Anxiety, Depression)  in the world of IDEA eligibility.

ADHD: the IDEA? Section 504? Nothing?

Parasol I

John Brink, Attorney, Thomeczek & Brink, LLC

Presentations/Handouts: ADHD: the IDEA? Section 504? Nothing?

Data from the Center for Disease Control show that nearly 10% of Missouri school aged children have been diagnosed with ADHD.  Public schools must determine what obligation, if any, they have to these students.  This session will explore issues regarding student eligibility and services under the IDEA and Section 504 for students diagnosed with ADHD.

Working with Parents: Being Positive, Creative & Legal

Parasol II

Celynda L. Brasher, Attorney, Tueth, Keeney, Cooper, Mohan & Jackstadt, P.C.

Michelle H. Basi, Attorney, Tueth, Keeney, Cooper, Mohan & Jackstadt, P.C.

In this session, we will discuss the most common complaints raised by parents in the IEP process - and give practical guidance on how to respond in a way that (hopefully) preserves a positive relationship with the parents, while ensuring a fully compliant and legally defensible IEP.

Report of the Legislative Task Force on Dyslexia

Room 74/75

Kim Stuckey, Erica Lembke, Scott Crooks, and Steven Beldin, Members of the Legislative Task Force on Dyslexia

Presentations/Handouts: https://dese.mo.gov/college-career-readiness/curriculum/dyslexia

The Legislative Task Force on Dyslexia was created by Missouri legislation passed in 2016 which was enacted into law.  The task force was given responsibility to make recommendations about identification, support and instructional intervention for students with characteristics of dyslexia, as well as to address professional preparation programs, and inservice professional development about dyslexia for school staff in a report to the Governor and DESE.  This session will focus on recommendations from the report, and implications for school districts and students in Missouri.

Job Olympics: How to Get Started At Your School

Room 76/77

Ms. Kim Jackson,  District Process Coordinator, Dallas County R-1 School

Mr. Brent Sharp,  Director of Special Services, Dallas County R-1 Schools   

Presentations/Handouts: Parent Letter.docJudges packet letter (2)-1.pdfjudges letter pre-event.pdfCarpentry Rubric.pdf & block rating system.pdf

Do you want a hands-on way to get your students excited about your transition program? Job Olympics may be a great avenue to motivate your students. This is a hands-on approach to showcase the talents of students to your community through a job skills competition. We will step you through the process to start your own Job Olympics and show you the benefits of holding this job skill based competition in your school.

Implementation of MTSS in a Small, Rural Elementary: Lessons Learned Over the Last 7 Years

Redbud Room

Dr. Charity Hollan, Elementary Principal, Fair Grove R-X Schools

Dr. Kayce Knaup, Director of Student Services, Fair Grove R-X Schools  


This session will provide participants with knowledge of the system-wide steps that Fair Grove Elementary went through while designing and implementing a multi-tiered system of supports.  Participants will learn of the trial and errors that were faced during initial implementation as well as challenges in creating a sustainable program.  

Breakfast & Feature Presentation

Tuesday, September 26, 2017

8:00 - 9:00 a.m.

Understanding the Common Mental Health Disorders of Children and Youth in the School

Salon A/B/C

Feature Presentation by Richard Van Acker


It is estimated that 1 in 5 children attending the public schools of this nation exhibit at least one diagnosable mental health disorder.  These mental health disorders impact the student’s academic and social emotional development and daily functioning.  The vast majority of these students will only receive the treatment provided through the school.  This keynote address will explore some of the more common mental health disorders and identify characteristics and discuss how each might impact education and identify critical aspects for effective intervention.  Information on school-based alternatives for intervention will be discussed.                              

Breakout Sessions

Tuesday, September 26, 2017

9:15 - 10:30 a.m.

Supporting Teachers in Efforts to Educate Students with Emotional, Behavioral and Mental Health Disorders

Salon A

Dr. Richard Van Acker, Professor Emeritus, University of Illinois at Chicago        


majority of students with emotional, behavioral and mental health needs spend at least part of their school day in the general education classroom.  Unfortunately, most general education teachers are not provided the knowledge and skills necessary to address this challenging population of students. This workshop will extend the learning from the morning keynote address and explore effective and practical classroom interventions designed to meet the needs of students who present challenging social-emotional behavior.            School administrators will benefit from the content of this workshop as they design staff development and support structures to assist the teachers and related services personnel in their schools.    


Smart kid, but…

Room 60/61

David D. Baker,  Director, Missouri Assistive Technology


In their daily drive to succeed, student’s must master the ability to take in information, interpret it and make decisions based on this information. To do this successfully, students must master the Executive Function skills. This session will focus on creative ways to use assistive technology to help students develop and master the Executive Skills.

Evidence-based Strategies in Mathematics for Students Who Are Struggling

Room 62/63/64

Dr. Erica Lembke, Professor, University of Missouri

Erica Mason, Doctoral Student, University of Missouri

Presentations/Handouts:  Designing, Implementing, and Monitoring Effective Mathematics Intervention for Students At-Risk (Lembke).pdf

This session will provide an overview of several of the best evidence-based strategies in mathematics for students who are struggling. Interventions will be discussed and resources for how to access the interventions will be provided.    

Social-Emotional & Behavioral Screening in Schools

Parasol I

Dr. Stephen Kilgus, Associate Professor, University of Missouri

Katie Eklund, Assistant Professor, University of Missouri

Presentations/Handouts: Social-Emotional and Behavioral Screening in Schools Presentation (Kilgus).pdf

Screening data can be used to better inform schools about where to focus resources for children who demonstrate social-emotional and behavioral concerns. This session will provide an overview of universal screening measures, procedures, and a decision-making framework to guide service delivery considerations.

Bullying and Youth with Disabilities: Understanding Risks and Examining Intersectionality

Parasol II

Dr. Chad A. Rose, Associate ,  University of Missouri, Department of Special Education


Bullying is a pervasive problem among school-aged youth. However, youth with disabilities are disproportionately involved in bullying due the intersection of environmental, and social, and disability-related factors. This session will highlight these risks, and examine school-wide, targeted, and individual prevention efforts for reducing the involvement among this subset of youth.

Developing an Integrated Multi-Tiered System of Support-One District’s Journey

Room 74/75

Dr. Emily Miller,  Assistant Superintendent of Special Services,  Lee’s Summit R-7 School District

Dr. Kaye Otten, PhD, BCBA,  Professor, University of Central Missouri

Presentations/Handouts: Developing an Integrated Multi-Tiered System of Support - One District's Journey (Miller).pdf

This session will describe the multiple year journey of the Lee’s Summit R-7 School District in developing a multi-tiered system of support that integrates both academics and behavior. 

Using Preschool Literature for Purposeful Teaching of Vocabulary

Room 76/77

Gina Gibson, M.H.S., CCC-SLP, Speech-Language Pathologist, Columbia Public Schools

Lisa Zartman, M.S., CCC-SLP, ECSE Teacher and Speech-Language Pathologist, Columbia Public Schools

Presentations/Handouts: Presentation (Gibson).pdfrainbow Fish lesson example (Gibson).pdf & snowy day lesson example (Gibson).pdf

A team of Speech-Language Pathologists will discuss their program’s initiative to embed vocabulary teaching throughout all aspects of the daily preschool routine.  Selection of vocabulary targets and strategies to generalize newly learned vocabulary will be included.

Learning to Swim:  A schools Journey to Implement MTSS

Redbud Room

Dr. Brian Thompson, Asst. Principal, Francis Howell School District

Presentations/Handouts: Learning to Swim--A Schools Journey to Implement MTSS (Thompson).pdf

We have been working to implement a comprehensive intervention model over the last decade, starting with a solid Tier I that slowly emerged to an integrated academic and behavioral model.  This session will provide a brief overview of the steps along the way and some recommendations if your school is headed down the same path.

Breakout Sessions

Tuesday, September 26, 2017

10:45 a.m. - 12:00 p.m.

ECSE:  The Independence Continuum Program for Communicative Competence

Salon A

Kimberly A. Gerth, MA, CCC-SLP, Speech-Language Pathologist, Rockwood School District
Kathryn S. Muskopf, MS, CCC-SLP, Speech-Language Pathologist, Rockwood School District

Presentations/Handouts: Handout 1 (Gerth).pdfHandout 2 (Gerth).pdfIndependence Continuum General Principles and Description.docxIC contrast examples adult initiations.xlsxIC observation.docx & Independence Continuum Final PPT.docx

The Independence Continuum is a program that was designed to increase communicative competence in young children who are at high risk for developing prompt dependence. When provided with modeling and nonverbal prompting that is quickly faded, students are taught to initiate and respond appropriately during interactions with an adult communication partner.  As skills become independent in an individualized setting, they are then generalized into peer interactions.  The achievement of Basic Self-Advocacy, which includes skills such as gaining attention and answering yes/no questions, is a priority.

Trauma Informed Care (TIC) & Trauma Sensitive Schools (TSS): How to Build Resilience in Response to Trauma

Salon B

Mrs. Breanna Dykes, School Psychologist, Independence School District and MASP

Ms. Julie Crowell, Ed.S., At-Risk Coordinator, Independence School District

Presentations/Handouts: Trauma Informed Care-Building Resilience attendee copy.pdfFinding Your ACE Score.pdf & Self-Care Ideas.pdf

Trauma Informed Care is receiving a lot of recognition as an ideal model of practice. This session will provide participants with an understanding of how adverse childhood experiences contribute to the impact of trauma on the brain. Participants will also learn ways to build resilience, in order to manage the effects of trauma.

What is an Evidence Based Intervention? Choosing and Implementing Academic and Behavior Interventions That Work.

Salon C

Dr. T. Chris Riley-Tillman, Professor, University of Missouri

Presentations/Handouts: What is an Evidence Based Intervention. Choosing and Implementing Academic and Behavior Interventions That Work (Riley-Tillman).pdf

While the term “evidence based intervention” or EBI for short is used throughout the educational literature, there has been limited discussion with teachers, administrators and parents about what EBI actually are. In addition, where to find “the list” of EBI seems to be rather elusive to most educational professionals, This workshop will review what EBI are across the tiers of educational service and specifically focus on Tier II and Tier III interventions that can be used in the home or classroom.

Assistive Technology Solutions for Dyslexia

Room 60/61

John Effinger, Program Coordinator,  Missouri Assistive Technology


Difficulties with reading and writing are common difficulties faced by students with dyslexia. When reading, they often struggle with decoding and comprehension and writing is often laborious, unreadable and error filled. For dyslexic students, assistive technology can open doors and allow them to demonstrate knowledge in ways unimaginable in the past.

This session will highlight technologies and related resources that facilitate reading and writing success. Technologies that will be discussed include hardware and software options, accessible education materials (AEM) and open educational resources (OEM) that teams can use to increase engagement and access to the curriculum.

Intensive intervention in early writing: Best practices for early elementary students

Room 62/63/64

Dr. Erica Lembke, Professor and Department, University of Missouri

Dr. Carol Garman, Kim Moore, Alex Smith, Erica Mason and Jessica Simpson

Presentations/Handouts:  Intensive Intervention in Early Writing--Best Practices for Early Elementary Students (Lembke).pdf

In this session, an overview of best practices in assessment and intensive intervention for early elementary students in early writing will be presented.

How to Embed Employment and Transition Skills in a Functional Academic Setting

Parasol I

Dr. Shantel Farnan, Assistant Professor/Coordinator of Special Education Programs,   Northwest Missouri State University

Candace Boeh, High School Special Education Teacher, Maryville R-II School District                                      

Alexis Boeh, High School Special Education Teacher, Maryville R-II School

Presentations/Handouts: How to Embed Employment and Transition Skills in a Functional Academic Setting (Farnan).pdf

For students with disabilities, the functional education/training they receive is an excellent way for them to transition from students to live as independent and productive adults. This session will share practical, real world curriculum and instruction ideas on how to embed employment and transition skills in a functional academic setting.   

Increasing Teacher use of Instructional Techniques: Classroom Engagement

Parasol II

Dr. Reesha Adamson, Assistant Professor, Missouri State University

Dr. Lisa Goran, Assistant Professor, Truman State University

Presentations/Handouts: Increasing Teacher Use of Instructional Techniques--Classroom Engagement (Adamson).pdf

The use of academic instructional techniques, including increasing student engagement, has been demonstrated to improve academic performance and decrease disciplinary problems. This presentation will focus on the use of innovative practices from low-tech to high-tech with a focus on practicality for any environment and all age levels of students.

Facilitated IEP Meetings – The First Full Year of Statewide Implementation

Room 74/75

Karen Allan, Director of Compliance, DESE

Cheryl Thompson, Supervisor, DESE


What is a facilitated Individualized Education Program (IEP) meeting?  FIEP is a means for parents and school personnel to reach agreement in the educational decision making process during IEP meetings. When the relationship between parents and school personnel becomes strained, or better yet, before the relationship has a chance to fray, a neutral facilitator assists the IEP team to reach consensus. Attend this session to find out more about Missouri’s maiden voyage in IEP facilitation as the process was implemented statewide in the 2016-17 school year. Let us show you the results of data from students, schools and parents as well as inform you of the future of facilitated IEPs in our state.

Supporting Children who are Vulnerable for Failure in Their Transition to Kindergarten

Room 76/77

Melissa  Stormont, Professor, University of Missouri 


Every year, approximately one in 5 children struggle in their transition to kindergarten; some have significant needs, others need more minor individualized supports.  Kindergarten teachers need to be ready for the children who enter their classrooms and need to be prepared with an understanding of common characteristics many children have as well as ways to provide supports.  This critical juncture will buffer children from failure or exacerbate their problems; their future in public schools will be influenced by how their needs are met in kindergarten.  

Social and Emotional Programming within the Middle School Environment

Redbud Room

Mrs. Amie Bemke, Assistant Principal, Fort Zumwalt School District

Sarah Schroeder, Teacher, Fort Zumwalt School District   

Presentations/Handouts: Social Emotional Programming within the Middle School Environment (Bemke).pdf

This presentation will focus on the need for social/emotional supports within the middle school building, along with explaining the action steps taken to implement social/emotional programing into Fort Zumwalt North Middle School. The L.I.N.K. program at NMS supports special education students identified through the IEP process requiring supports in social/emotional skills.

Office Hours

8:00 a.m. - 1:00 p.m., M-F


3550 Amazonas Drive

Jefferson City, MO 65109

Phone: (573) 644-7804

Fax: (573) 644-7806

Dr. Terry Allee, Executive Director

Dr. Diane Golden, Policy Coordinator

Sara Clime, Administrative Assistant

Email: mailto:sara.clime@mo-case.org

© 2016 Mo-Case, All Rights Reserved.

Powered by Wild Apricot Membership Software