2025 Utah Rural Schools Conference

Join us as we explore insights from Utah educators on facilitating Career and Technical Education (CTE) participation for students with disabilities. Dive into the results of a comprehensive research study analyzing interviews and data from educators and administrators in Utah schools. As part of an ongoing research-practice partnership with the Utah State Board of Education (USBE), the Utah Education Policy Center (UEPC) conducted a study of facilitators and barriers to the representation of students with disabilities in CTE. The study sought to understand how facilitators and barriers differed among Local Education Agencies (LEAs). The findings and recommendations complement the USBE’s 2024-2029 Strategic Plan for Utah’s Secondary Career and Technical Education, which outlines the goals of Awareness and Outreach, Industry Alignment, Postsecondary Alignment, and Durable Skills. In addition, this research supports an understanding of how LEAs are ensuring students with disabilities are aware of and have access to educational opportunities, including those that prepare them for employment or career preparation (USBE Special Education Rules, 2023).

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: None

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: Any of these

🛝 Format Alert: This is a fluid, 2-hour "drop-in" playground where you can stop by anytime to explore small-group activities at your own pace.

This hands-on session gives educators practical ways to support students with challenging behavior by teaching communication (including AAC) as a replacement skill. You’ll learn to think about the “why” behind behavior and use that information to choose and teach simple, functional communication responses that fit your setting.We will use a Behavior Skills Training format (teach, model, practice, feedback) so you can try out strategies during the session and get feedback. You’ll leave with ready-to-use tools, including behavior observation sheets, function-based communication planning guides, AAC-friendly examples, and simple data sheets designed with rural schools in mind.This session is designed for general and special education teachers, paraprofessionals, counselors, and administrators. No behavior analysis background is needed—everything will be explained in plain, classroom-focused language with real examples.

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: Mac Laptop; Windows Laptop; iPad / iPhone; Android Tablet / Smartphone; Windows Tablet / Smartphone; Chromebook

🕒 Format Alert: This is a fast-paced, 20-minute showcase that is grouped together with two other quick sessions in this time block.

I will be sharing my student's story. How I advocated for my student with admin and families, and how that communication helped everyone be on the same page. How my team and I set up safety and regulation spaces and supports. What we learned using them thoughtfully. Strategies I used to support my staff (building buy-in, navigating tough days, dealing with all the "real-life" variables like staffing and schedules). Data collection that is simple and realistic so you are able to see patterns and ask for the right kinds of support. 

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: None

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: None

There are a myriad of resources identifying best practice in secondary transition for students with disabilities. It can be challenging for practitioners, students, and families to visualize and implement these resources in a meaningful way. Additional resources are needed to help stakeholders identify meaningful opportunities, experiences, services, and supports to implement the postsecondary transition planning process with compliance and high quality. Utah's Portrait of a Graduate defines 13 competency areas essential for success in adult life. Utah’s Statewide Collaborative on Improving Postsecondary Transition Outcomes for Students with Disabilities (STC) recognized that students with disabilities often need additional support and services to achieve these same competencies as their peers without disabilities. Over the past year and a half, the STC has gathered insights on best practices, identified necessary skills for postsecondary success, and learned from the experiences of youth with disabilities. The result? The Portrait of Secondary Transition (POST) as a companion to the Portrait of a Graduate. This has been a long-term, multi-agency, collaborative process designed to affect whole-system change in how we serve young people with disabilities as we help them prepare for life as adults.This session will share our journey, lessons learned and inspire you to build on this work in your own setting. Don't miss this opportunity to explore our multi-tiered model and discover practical strategies to support young people with disabilities as they prepare for life as adults. Let's make a difference together!

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: None

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: None

In this presentation we will provide an overview of augmentative and alternative communication (AAC) to support students with complex communication needs. We will discuss classroom integration strategies to create inclusive, communication-rich environments where every student can be heard. The presentation’s goals are to build foundational knowledge of AAC and reduce confusion around the technology and terminology. Strategies shared include identifying potential AAC users, incorporating AAC into classroom routines, modeling AAC use throughout the day, and fostering a culture of communication for all students. These approaches can be implemented right away and do not require advanced training. Ideal for working professionals.  

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: None

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: None

🧠 Format Alert: This is an immersive, 2-hour deep-dive workshop designed for intensive, uninterrupted coverage of this topic.

In this 2 hour interactive presentation, UURC staff will demonstrate brief examples of the high quality, evidence-based, effective intervention services that can be provided to students at home or in school in rural areas across the state of Utah, providing a breakdown and analysis of the instruction provided at varying developmental reading levels with case studies to show data-based decision making. In this demonstration, participants will see scaffolded reading support in connected text across varied text complexities, as well as with words in isolation, connected with writing, and repeated reading procedures crafted to increase student fluency outcomes.

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: None

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: Any of these

Students with dyslexia and other learning disabilities are at increased risk for academic frustration, anxiety, and diminished self-esteem, which can significantly impact their connection to school. For many, repeated experiences of difficulty with reading contribute not only to skill gaps, but also to reduced engagement, increased school avoidance, and a heightened likelihood of negative school outcomes.This session will explore the relationship between literacy challenges and mental health, with a specific focus on how reading difficulties influence student engagement and overall school experience. Participants will learn how to identify these patterns and implement practical, evidence-based supports that address both academic and social-emotional needs.Grounded in research and real-world application, this session will highlight structured literacy approaches, progress monitoring, and systems of support that help students build reading proficiency while also restoring confidence and connection to school. Special attention will be given to actionable strategies Utah educators and administrators can use within MTSS frameworks to better support students with learning disabilities.Participants will leave with a renewed understanding of what matters most—ensuring that every student is not only learning to read, but also feeling successful, connected, and motivated to engage in school.

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: None

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: None

In public education, the relationship between a special education teacher and a parent is more than just a professional requirement -- it is the foundation of a student's support system. In close-knit, rural communities, these interactions often extend beyond the classroom, making the establishment of authentic long-term trust both a unique challenge and a significant opportunity. When a genuine partnership is formed, the focus shifts from mere legal compliance to a shared mission of student success. This interactive session, led by two veteran special education teachers and current Utah Teacher Fellows, explores practical, high-impact strategies for fostering trust that endures. We will discuss how to move beyond the formality of the annual IEP meeting to create an ongoing dialogue that honors the parent's lived expertise and the teacher's professional dedication. Participants will engage with three pillars of family partnership:The Anatomy of Trust: Identifying specific communication habits that build–or inadvertently break–rapport with families.Conflict to Collaboration: Utilizing restorative communication techniques to navigate disagreements and turn difficult conversations into collaborative breakthroughs.Measurable Outcomes: Examining how robust home-school bonds lead to increased student engagement, higher teacher efficacy, and a more supportive school culture. Attendees will leave with a practical toolkit of communication templates and “parent-friendly” guides designed to bridge the gap between classroom goals and the home environment, ensuring every stakeholder feels heard, valued, and empowered.

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: None

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: Any of these

Grade retention refers to the practice of requesting that a child repeat a grade or to the postponement of entry into kindergarten or first grade. It has been practiced for generations in schools in the United States. High stakes testing, increased educational accountability, escalating curriculum, and multifaceted sectors of pressure have amplified the practice of grade retention despite mixed evidence of the efficacy related to this highly investigated practice. What does the research say, and what are other options? This session reports research findings across time and explores alternatives to the practice that has been part of the educational landscape for over a century.

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: None

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: None