MN Statewide ASD Newsletter

The MN Low Incidence Project is here to support you!

Welcome to 2026! We’re so glad you’re here and excited to continue supporting you with practical resources, timely updates, and opportunities that make a real difference for students across Minnesota.

Please feel free to share this newsletter with colleagues. Our goal is to get this information into the hands of everyone who supports learners with autism.

We hope you'll join us in April at Charting the Cs (information below) and come visit us at The NEST!! As always, please don’t hesitate to reach out with questions or ideas.

Wishing you a great winter. Stay warm and take care!

Tami Childs

MN Statewide ASD Specialist | BrightWorks

tami.childs@brightworksmn.org

• Quarterly Featured Highlight
• MN Special Education Licensure Survey
• Spotlight on Excellence
• Communication Corner
• Free Resources
• MN ASD Upcoming Opportunities
• MDE Updates
• ASD RESOURCE REPOSITORY

We are thrilled to share that Charting the C’s is returning to Madden’s on Gull Lake this year! This highly anticipated statewide conference brings together Minnesota educators and practitioners who are passionate about supporting students with disabilities through evidence-based practices, practical classroom strategies, and innovative instruction.

This year’s theme, From Worries to Wonder: Supporting Every Child’s Emotional Journey, invites educators to spend multiple days learning, reflecting, and connecting in person. The conference is thoughtfully designed to support students with low-incidence disabilities, with keynote presentations and sessions that center real-world application and meaningful impact.

Attendees will leave with actionable tools, fresh perspectives, and resources they can immediately bring back to their classrooms and programs. Whether you are looking to deepen your practice, collaborate with colleagues from across the state, or recharge alongside others doing this important work, Charting the C’s is an experience you won’t want to miss.

Mark Your Calendar and Plan to Join Us!

📅 April 19–22, 2026
📍 Madden’s on Gull Lake | Brainerd, Minnesota

Conference Schedule at a Glance

• Student Family Summit
  Sunday, April 19 | 8:00 am–1:00 pm

• Main Conference
  Monday, April 20 | 1:00–4:00 pm
  Tuesday, April 21 | 8:30 am–4:00 pm
  Wednesday, April 22 | 8:30 am–1:00 pm

📝 Registration will open at the end of January 2026

Save the dates now and plan to join educators from across Minnesota for learning, connection, and practical strategies you can bring back to your school community.

In collaboration with MDE and PELSB, we are asking for about 3 minutes of your time to complete a survey on MN Special Education Licensure. We want the experiences of those working in the field to be reflected in decisions that are made at the state level Your responses will remain confidential.

Please share this link with your special education colleagues to ensure we are hearing as many voices across the state as possible.

Chesna Siegford from Aitkin, Minnesota, was selected as Minnesota’s Featured Teacher for her exceptional commitment to honoring autistic students’ voices and expanding access to meaningful communication. Through her thoughtful, relationship-centered use of AAC, Chesna ensures that every student has multiple ways to express their needs, advocate for themselves, and participate fully in their school community. Her work reflects a deep respect for student autonomy, collaboration with staff, and a belief that communication is a human right, making her impact felt far beyond her classroom.

If you would like to learn how Chesna is honoring every student’s voice through thoughtful AAC instruction, read on.

Chesna teaches in a Communication and Interaction Program (CIP) classroom serving seven autistic students in grades 2–5 who are primarily nonspeaking or emerging verbal communicators. Her classroom is intentionally designed to support learning and regulation, featuring spaces for direct instruction, group work, sensory regulation, and collaboration with her four dedicated paraprofessionals. At the heart of the program are two guiding priorities: building independence and teaching students to communicate in any way they are willing and able.

A hallmark of Chesna’s work is her relationship-first, student-led approach to AAC. When introducing communication devices, she spends extensive time modeling without expectation, focusing on meaningful core words and honoring students’ natural attempts to communicate. By embedding AAC into student-directed practices like Pivotal Response Training (PRT), she ensures communication supports feel purposeful and empowering rather than adult-controlled.

Chesna also values low-tech communication tools, such as symbol cards, visuals, and pre-recorded buttons, recognizing that the most effective communication support is the one that works in the moment. These tools allow students to quickly and successfully express needs, advocate for themselves, and be understood.

AAC is modeled consistently and naturally throughout the day in her classroom. Chesna uses creative strategies, such as projecting AAC modeling during group lessons and highlighting a “core word of the week”, to reinforce that AAC is a valid, respected voice. One powerful moment she shares involved a student using his device to clearly say “No” to a peer for the first time, replacing frustration with confident self-advocacy—and being immediately understood.

Collaboration is central to her practice. Chesna equips paraprofessionals and related service providers with portable visuals and AAC supports, ensuring students always have multiple ways to communicate—especially during moments of dysregulation or outside the classroom.

For educators new to AAC, Chesna encourages building communication around student interests, adding personalized vocabulary that allows students to talk about what truly matters to them. She also reframes AAC exploration, such as repeated or random button presses, as a natural part of language development, similar to babbling, while gently shaping use during structured times.

One of the most exciting initiatives in her classroom this year is the Kindness Cart, a student-run delivery program that allows students to practice communication, organization, and social skills while contributing meaningfully to their school community and reshaping how others view autistic students.

Chesna’s advice to new educators is simple yet powerful: Prioritize safety, independence, and student authenticity. When students are heard, supported, and allowed to be themselves, learning flourishes. From there, educators can become advocates—helping create school communities where autism is understood, inclusion is normalized, and every student’s voice is valued.

Thank you, Chesna, for the incredible work you do to support your students and for your school community and families about autism and communication!

We’re thrilled to announce a new feature in the newsletter: showcasing one of our incredible ASD educators! If you or someone you know would like to be highlighted, please complete the form below. We’ll review the submissions and select a Featured Teacher for the upcoming winter edition. Don’t miss this opportunity to celebrate the amazing work happening in ASD classrooms across the state!

Welcome to the Communication Corner! My name is Leah Hicks, and I am a Speech-Language Pathologist with over 10 years of experience in the educational setting. Here, you’ll find everything from tips and strategies to insights on embedding communication opportunities and facilitating meaningful interactions in your classroom or therapy room.

Collaborative Goal-Setting: Bridging Academic and Functional Communication

Effective communication goals are strongest when students, families, and educators work together. Research consistently shows that meaningful progress occurs most reliably when goals are developed through collaboration rather than in isolation. As an SLP, collaborative goal-setting allows us to intentionally align academic demands with functional, real-world communication—honoring student strengths, priorities, and lived experiences.

When educators, specialists, students, and families function as a team, communication goals are more likely to be measurable, educationally relevant, motivating, and transferable across settings. This shared approach supports not only academic access, but also self-advocacy, independence, and long-term outcomes for our students.

👉 Click on the handout to learn more about practical strategies for implementing collaborative, student-centered goal-setting.

The STAR Media Center is a completely FREE resource available to all Minnesota educators! It offers everything needed to create a structured and engaging classroom, with resources that support routines, play, language, and behavior. The STAR Media Center also includes an updated Themes First! — a collection of monthly, theme-based units packed with original songs, books, and activities that foster skill development and content generalization in a fun and accessible way. This year, Themes First! includes an expanded ELA and Math suite with engaging activities!

Each Themes First! unit provides a range of lessons, activities, and worksheets for both group and independent work at varying levels to meet diverse student needs.

Check out the Winter Animals unit in Theme's First! Theme units include original songs, books, and activities that support students’ skill development and generalization with content that’s fun, accessible, and theme-based. These monthly units now include an expanded social studies suite, containing fun, theme-related activities that reinforce cultural engagement. Included in all Themes First! units are lessons, activities, and worksheets for group and independent work at a wide range of levels.

Need help accessing your STAR Media Center account? Contact tami.childs@brightworksmn.org

Need help utilizing this resource in your classroom? Contact jennifer.guettler@brightworksmn.org

Subscription to the Statewide ASD (Autism Spectrum Disorders) Mailing List is available to teachers who work with students who have ASD, as well as special education administrators and other interested educators. The Statewide ASD Mailing List allows users to share information and post questions to other members of the list. Some typical postings include requesting/sharing information about school services and supports, disability-specific information, professional development opportunities, resources, etc.

Unlock the power of visual supports! Visual supports are one of the most powerful tools we have for creating predictability and supporting student success. Join us in exploring ways to make information more concrete, reduce the load on working memory, and help students understand routines, expectations, and next steps without relying solely on verbal instructions.

📅 January 8, 2026 | 3:30–4:30 PM CST

Independent work systems are a powerful way to support predictability and independence for autistic learners. In this training, we will explore how to set up and implement effective independent work systems that clearly answer: What work? How much? When am I finished? What’s next? You’ll learn practical strategies for structuring tasks, using visuals, and gradually building independence while reducing anxiety and reliance on adult support.

📅 March 4th, 2026 | 3:30 - 4:30 PM PM CST

This webinar will explore the implications of the Reading to Ensure Academic Development (READ) Act intervention list, the use of data and effective screening practices, efforts to intensify instruction, and key considerations for selecting appropriate programming. This will be a high-level discussion intended to orient special educators to the implications of the READ Act for students with disabilities.

📅 January 15th, 2026 | 3–4 PM CST

The Autism Society of Minnesota is offering A practical session focused on reducing shame, understanding behavior as communication, navigating demand avoidance, and supporting identity development in neurodivergent children.

📅 January 15, 2026 | 9 a.m.–12 p.m. (Virtual)

This presentation is intended to provide an overview of the ADOS-2, including what administration looks like, how the measure is used and interpreted, and the next steps for completing the formal training and using it in practice. This presentation is recommended for providers and educators with assessment experience who are considering being formally trained on the ADOS-2.

This training is intended to provide a brief overview of the ADOS and is not equivalent to certification on the measure. No CE credits provided.

📅 January 16th, 2026 | 12:00–1:15 PM CST

The Autism Society of Minnesota is offering a webinar that explores the intersection of autism and trauma, including PTSD as acquired neurodivergence and implications for support, understanding, and care.

📅 February 5, 2026 | 9 a.m.–12 p.m. (Virtual)

The University of Minnesota Masonic Institute for the Developing Brain (MIDB) is offering multiple trainings this fall and spring on the ADOS-2 and ADI-R.

In 2026, the Autism Society of Minnesota is making a thoughtful shift to a virtual, two–half-day format. This change helps us respond to rising event costs and budget challenges from 2025 while lowering the overall cost to our community. Going virtual allows us to keep this conference accessible to more people — no travel, no hotel costs, less time away from work or caregiving, and more flexibility for how and when you participate.

📅 April 15th-16th, 2026 | Virtual

Join us for this multi-day, in-person event designed to explore and support learning for students with low-incidence disabilities. Our keynote presentations feature strategies and insights tailored to diverse learning needs.

Speakers will provide valuable insights, tools, and resources to transform instruction and support student success. Don’t miss this opportunity to enhance your practice and impact learners across Minnesota!

📅 April 19th-22nd, 2026 | Madden's on Gull Lake

The Minnesota Executive Function Masterclass is full for the 2025-2026 school year and we are accepting names on a waiting list for a potential 2026-2027 Executive Function Masterclass cohort!

If you are interested in applying for next school year, please add your name to this list and we will contact you to apply in the spring/summer of 2026.

Are you a Minnesota teacher working with students with low-incidence disabilities? Apply to join MMP and get paired with an experienced mentor in your licensure area.

Who can apply?

• Tier 1–3 teachers who teach children with Autism Spectrum Disorders (ASD), Blind/Visually Impaired (B/VI), Deaf/Hard of Hearing (D/HH), Developmental Cognitive Disabilities (DCD), or Physical/Health Disabilities (P/HD).

• Tier 4 teachers in remote areas or teaching with an out-of-field permission.

Why join?

• One-on-one support from a mentor in your field.

• Practical strategies for IEPs, evaluations, and classroom adaptations.

• Ongoing guidance to help you succeed and stay in the field.

Apply today and get the support you need to thrive as a special educator!

Jen Guettler, MN ASD EBP Coach, is available Fridays from 7:30-8:00AM and 3:00-3:30 PM to help with any questions or situations you might have in your classroom. Sign up below to schedule a Zoom meeting!

The Minnesota Department of Education (MDE) Special Education Division enlisted experts from across the nation for a series of remote presentations. We have recorded these sessions for your review and use. The insights and resources here are valuable for all educators. All recordings are closed captioned and include links to accessible slide shows and other materials.

Topics included in the webinar series that are fully accessible are:

• Alternative Delivery of Special Education Services (ADSIS) 101
• Positive Behavioral Interventions and Supports (PBIS) 101
• Integrating PBIS and School Linked Behavioral Health Services
• Evidence Based Practices used by School Linked Behavioral Health (SLBH) Providers and Exemplar Positive Behavioral Interventions and Supports (PBIS) Schools
• Statewide Assessment General Supports and Accommodations
• Language Essentials for Teachers of Reading and Spelling (LETRS)
• Five Practically Good Ideas for Any Reality
• Returning to School During and After Crisis
• Check-in/Check-Out as a Tier 2 Support
• The Interconnected Systems Framework
• Systematic Screening in the COVID-19 Era
• Behavior Specific Praise: Implementing, Coaching, and Measuring the Impact of this Simple yet Specific Strategy

• Autism Navigator online courses offer interactive slides with an unparalleled library of video clips. Their course collection covers topics from early identification of toddlers with autism at 18–24 months to evidence-based intervention strategies and supports for social communication, active engagement, and addressing challenging behavior.

This repository will include all evidence based practice resources that are shared in the newsletter on a given month. This is your go-to place to access the tools that ASD educators need! We will add to this as we continue to roll out excellent resources!

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Spring 2024

Winter 2023

Fall 2023

Summer 2023

Spring 2023

Winter 2022

Fall 2022

Summer 2022

April 2022

March 2022

February 2022

January 2022

December 2021

November 2021

Tami Childs, MN ASD Statewide Specialist

Jen Guettler, MN ASD EBP Coach

Gail Jankowski, MN Low Incidence Project Support

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The contents of this newsletter do not necessarily represent the policy of the federal Department of Education or the state Department of Education, and you should not assume endorsement by the federal or state government.

Funding for this event is made possible with a grant from the MN Department of Education. The source of the funds is federal award Special Education – Grants to States, CFDA 84.027A.