2025 Virtual Conference

January 15 – April 15, 2025

Registration will continue through March 2025.

About the
Virtual Conference

Supporting Success is pleased to make available a rich education event in the form of a Virtual Conference held January 15, 2025 – April 15, 2025.

All sessions are recorded, captioned, and will include ASL interpretation.

Choose from 4, 6, or all 10 sessions, and watch at your convenience day or night, once or multiple times

Conference Sessions

SHOW ALL SESSIONS IN DETAIL

Make it Take it!: Creating Engaging Activities for Each Strand of the Reading Rope

By Michelle Andros

Delve into effective literacy instruction with “Make it Take it!” Each strand of the Reading Rope framework will be addressed in a comprehensive model that encapsulates the various components essential for proficient reading. Through hands-on activities, participants will learn how to design engaging and effective instructional materials targeting each strand of the Reading Rope.

Strategic & Interactive Writing Instruction (SIWI) Parts 1 and 2

By Hannah Dostal and Kim Wolbers

Educators will be introduced to Strategic and Interactive Writing Instruction (SIWI), an evidence-based approach to teaching writing to deaf and hard of hearing students. This session will include an overview of the SIWI driving principles, with actionable steps for beginning SIWI implementation and how to obtain additional professional development.

From Interaction to Formal Language – Becoming the Excellent Observer and Thoughtful Communicator with Children who are Congenitally Deafblind, Session 1: Experiencing the World Through the Sense of Touch

By Christopher Montgomery

Using video examples and hands-on activities we will explore how to initiate and sustain social interaction, share meaningful emotional experiences, and co-create a mutually understood language with our learners who are deafblind. Discussion will also include thoughts on tactile memory, and the importance of the body in the learning experience.

From Interaction to Formal Language – Becoming the Excellent Observer and Thoughtful Communicator with Children who are Congenitally Deafblind, Session 2: The Five Steps of Interaction with children who are congenitally deafblind; applying basic principles of social interaction in the co-creation of a language that does not yet exist

By Christopher Montgomery

During this session we will explore ideas, topics, and questions for the adult interaction partner of congenitally deafblind learners with emerging language. Using video examples, we will illustrate and discuss five essential elements for beginning, maintaining, and closing an interactive conversation through tactile-bodily communication modes. Discussion will also include an introductory overview of new tools and resources for professionals, families, and adult interaction partners of students who are congenitally deafblind.

Teaching Mathematical Word Problems and Vocabulary to Students Who are Deaf or Hard of Hearing

By Dawn Kidd

This presentation addresses the unique challenges faced by educators when teaching mathematical word problems and vocabulary to students who are deaf or hard of hearing. Techniques and strategies will be discussed, and participants will gain insights into enhancing mathematical language comprehension, particularly within the context of American Sign Language (ASL) and word problem solving.

Emotion Socialization & Children who are Deaf or Hard of Hearing

By Amy Szarkowski

This session will introduce the topic of “emotion socialization” and emphasize the important role of teachers (and others working in/with school systems) in helping children to learn about emotions. In educational settings, the emphasis is often what the learner is/is not doing or how they are progressing.

Fostering Healthy Relationships with Peers: Pragmatics in Action

By Amy Szarkowski

This session will delve into some of the challenges that children who are deaf or hard of hearing can have in inclusive educational settings and provide actionable strategies to help them develop positive relationships with their peers. Participants will learn about DHH children’s peer relationships through the lens of pragmatics.

Collaboration and Involvement: Parents and IEP Teams Working Together

By Teri Urban

Let’s face it – raising, and educating a deaf or hard of hearing child takes time, energy and resources. Help build a pathway to success by fostering a close working relationship between families and educators. When IEP team members and families work together on goals, pre-teaching and self-advocacy skills, the child has a strong example of the power and importance of teamwork and collaboration. Whether your child has similar peers or is the only deaf or hard of hearing student in school, learn how getting involved can help nurture relationships in an IEP meeting and beyond!

Spill the Tea! What Itinerant Teaching REALLY Looks Like

By Brenda Wellen

The model of itinerant teaching is not taught in university programs. There is so much to learn when one is new to the profession, or suddenly moved into the job of teaching students, often 1:1. How does one schedule students, plan travel, track student time and progress, collaborate and communicate with colleagues effectively, troubleshoot hearing assistive technology? The list goes on and on. In this session, we’ll cover the basics, because you don’t know what you don’t know.