Leslie Rogers profile photo

Leslie Rogers

Specialty area(s)

High Incidence Special Education, Parent-Teacher Relationships, Formative Assessments, and Self-Regulation

A student taking Dr. Rogers' SPE 440 shared the following, 

"People always ask me why I want to be a special educator.  I’m quick to respond with, “I love to be around kids and I have an uncle who has down syndrome, whom I also love to be around, so I just thought I’d combine the two.”  However, I never really thought about the skills I actually need to practice in order to meet the needs of children with disabilities, until I stepped into SPE 440.  Excited I walked in, and excited I walked out, but never did I think about what actually happens behind the scenes of a child’s development in the special education program.  I walked in thinking that we were going to learn about specific disabilities and how to treat them, but instead it was a class more meaningful than most classes I’ve had thus far.  We learned about many strategies we can use when going through an IEP meeting to make it the most beneficial for the teachers, the parents and the student.  We interacted with many people via telephone or Skype, and discussed effective ways we can help children advocate for themselves in their lives.  We went through IEP’s and the legal rights children have when they receive special education.  To say the least, we covered many topics, but the most important skill we discussed was the importance of collaboration and communication between teachers and parents when meeting the basic needs of a child."

Brief biography

Leslie Rogers has been an Assistant Professor in the Department of Educational Studies at UW-L since 2013.  Her expertise relates to high incidence disabilities, parent-teacher relationships, formative assessments, and self-regulation. Dr. Rogers earned her PhD in Special Education from Vanderbilt in 2010, and has a current WI teaching license in Special Education, Emotional/Behavioral Disorders, Pk-12. Her Pk-12 teaching experience was primarily at the middle and high school level (suburban areas in Wisconsin and Virginia). She also has experience working with diverse students at international locations; working as a Behavior Management Consultant for Pk-12 students and their families in Belgium, the Netherlands, and Germany and working as an Assistant Professor of Education in the Republic of Korea.

At UWL, Dr. Rogers teaches a variety of courses to both EC-MC and MC-EA majors, serves as the MC-EA Program Director, chairs/co-chairs several committees such as UW-L's Individuals with Disabilities Advisory Council, and serves as the faculty advisor for the student organization, Collegiate Middle Level Association (CMLA).  Dr. Rogers is also active in the community, serving as UW-L's liaison to a Professional Development School (PDS) - Logan Middle School.  

Current courses at UWL

EDS 445, EDS 452, and SPE 452

Education

2010 Ph.D. Vanderbilt University, Nashville, TN
Special Education

1998 M.Ed. University of Maryland, College Park
Special Education

1993 B.S. University of Wisconsin, Madison,
Special Education, Emotional and Behavioral Disorders

Teaching history

EDS 402

EDS 445

EDS 452

EDS 463

EDS 492

SPE 401/501

SPE 430

SPE 440/540

SPE 452/552

Professional history

PROFESSIONAL EXPERIENCE

International Baccalaureate Board of Governors Appointments

2011-2012 Busan International Foreign School (BIFS) Board
Busan, Republic of Korea Member

Teaching Appointments

2013-Present: Department of Educational Studies 
University of Wisconsin – La Crosse , Assistant Professor
La Crosse, Wisconsin

2011-2012 Department of Education Assistant
Kyungsung University Professor
Busan, Republic of Korea

2010-2011 Department of Education Assistant
Keimyung University Professor
Daegu, Republic of Korea

2003-2004 Fairfax County School District LD/ED
2001-2002 Mount Vernon High School Teacher
Alexandria, VA Grades: 9-12

1995-2000 Department of Defense Dependent Schools Consultant
Brussels District Superintendent Office Teacher
Belgium, Netherlands, Germany Grades PK-12


1994-1995 Onalaska School District SED
Onalaska Middle School Teacher
Onalaska, WI Grades 5-8

Research Experience

2014-2015 Applying SRSD to math instruction Principal
UWL and Westby Public Schools Investigator

2009-2010 Dissertation Principal
Peabody College of Vanderbilt University Investigator

Exceptional Children Editorial
Editor: Dr. Steve Graham Assistant

Project Write (SRSD) Assessor
Peabody College of Vanderbilt University

2006-2007 Single-Subject Design Meta-Analysis Principal
Peabody College of Vanderbilt University Investigator

2005-2006 Positive Behavioral Supports (PBS) Research
Peabody College of Vanderbilt University Assistant

2002-2003 Educational Policy Reform Research Institute Research
University of Maryland, College Park Assistant

Research and publishing

PUBLICATIONS

Book Chapters

Lane, K. L., Barton-Arwood, S. M., Rogers, L. A., & Robertson, E. J. (2007). Literacy
interventions for students with and at-risk for emotional or behavioral disorders: 1997 to present. In J. C., Crockett, M. M. Gerber and T. J. Landrum (Eds). Achieving the radical reform of special education: Essays in honor of James M. Kauffman. Mahway, NJ: Lawrence Erlbaum Associates.

Refereed Journal Articles - In Preparation

Rogers, L. A., Bergeron, L., Butler Modaff, J., & Nelson, A. (in preparation). The impact of perceived student success on preferred home-school communication strategies: A mixed methods study. 

Rogers, L., A., Chan, J., Thorpe, E., & Quartaroli, A. (in preparation). Towards a better understanding of parent-teacher partnerships during IEP meetings: A mixed-methods study with undergraduate pre-service special education teachers. 

Refereed Journal Articles - Submitted

Bergeron, L., & Rogers, L. A. (submitted). Investigating the theory of knowledge course in IB world schools. Journal of Research in International Education.

Butler Modaff, J., Rogers, L. A., Modaff, D. (submitted). Communicative challenges in the caregiver-teacher relationship regarding students with special needs. Florida Communication Journal.

Iwai, Y., Rogers, L. A., McKeown, D., & Brindle, M. (submitted). The immediate effects of a one-day self-regulated strategy development professional development on practitioner's knowledge, beliefs, and practices. Mid-Western Educational Research.

Refereed Journal Articles - Published

Rogers, L. A., & Graham, S. (2008). A meta-analysis of single subject design writing
intervention research. Journal of Educational Psychology, 100, 879-906.

Lane, K.L., Wehby, J., Robertson, E. J., & Rogers, L. (2007). How do different types
of high school students respond to positive behavior support programs? Characteristics and responsiveness of teacher-identified students. Journal of Emotional and Behavioral Disorders, 15, 3 – 20.

Lane, K. L., Wolery, M., Reichow, B., & Rogers, L. A. (2007). Describing baseline
conditions: Suggestions for study reports. Journal of Behavioral Education, 16, 224- 234.

Lane, K. L., Rogers, L. A., Parks, R. J., Weisenbach, J. L., Mau, A. C., Merwin, M. T., &
Bergman, W. A. (2007). Function-based interventions for students nonresponsive to primary and secondary prevention efforts: Illustrations at the elementary and middle school levels. Journal of Emotional and Behavioral Disorder, 15, 169-183.


CONFERENCE PRESENTATIONS

International/National Presentations

Rogers, L. A., Chan, J., Thorpe, E., & Quartaroli, A. (2019, April). Towards a better understanding of parent-teacher IEP partnerships: Interview and survey findings. Poster presented at the International Conference for the Council of Exceptional Children (CEC), Indianapolis, IN.

Rogers, L. A. (2018, November). Bridging the gap: General education teachers and parents of students with exceptionalities. Presentation at the International Conference for the Association for Middle Level Education (AMLE), Orlando, FL.

Rogers, L. A., & Nelson, A. (2018, April). "Year One" findings related to parent and teacher perceptions of successful communication approaches: National survey and interview results. Presentation at the International Conference of CEC, Tampa, FL.

Rogers, L. A., Nelson, A., & Block, D. (2017, November). Empowering young exceptional adolescents via improved school-home communication: I'm in! Presentation at the International Conference for AMLE, Philadelphia, PA.

Rogers. L. A. (2017, November). Key learnings from two middle level professional development schools. Presentation for the National Association for Professors of Middle Level Educators (NAPOMLE), Philadelphia, PA.

Rogers, L. A., Briggs, J., & Helene, S. (2016, April). Applying the SRSD Model to Mathematics Instruction. Presentation at the International Conference for CEC, St. Louis, MO.

Rogers, L. A. (2016, July). Impact, Perceptions and Implementation of the Theory of Knowledge. Presentation at IB Conference of the Americas, 2016, Toronto, Canada.

Iwai, Y., & Rogers, L. A. (2016, November). Understanding current educators’ perspectives on quality writing, quality writing instruction, and the Self-Regulated Strategy Development (SRSD) approach from the SRSD model training. Presentation at the Association of Literacy Educators and Researchers (ALER), Myrtle Beach, SC.

Rogers, L. A. (2014, April). Using School Volunteers to Improve the Writing Performance of 3rd-Grade Students: The Writing Academy. Poster presented at the International Conference for the Council of Exceptional Children, Boston, MA.

Rogers, L. A. (2012, April). Effective Teaching Principles. Key Speaker at Foreign Teacher’s Workshop at Kyungsung University, Busan, Republic of Korea.

Rogers, L. A. (2010, December). Differentiated Instruction in the U.S.A. Key Speaker at
the Graduate Student festival at Keimyung University, Daegu, Republic of Korea.

Rogers, L.A. (2009, April). Evidence-based writing practices: A meta-analysis of single subject design studies. Poster presented at the International Conference for the Council of Exceptional Children, Seattle, WA.

Rogers, L. A., & Graham, S., (2008, April). Writing interventions that work: Evidence-based
practices. Presentation at the International Conference for the Council of Exceptional Children. Boston, MA.

Graham, S., & Rogers, L. (2008, February). Effective writing instruction: A meta-
analysis of single subject design studies. Presentation at Pacific Coast Research Conference, San Diego, CA.

Graham, S., Rogers, L. A., Harris, K. (2007, May). Writing interventions that
work: Evidence-based practices. A poster presented at annual meeting of the International Council for Exceptional Children, Boston, MA.

Lane, K. L., Robertson, E. J., Rogers, L. A., & Wehby, J. (2006, May). Positive
behavior support at the high school level: Outcomes and recommendations. A poster presented at an international symposium at the Association for Behavioral Analysis International, Atlanta, GA.

Regional & State Presentations

Rogers, L. A., & Kosiak, J. (2015, May). Applying the Self-Regulated Strategy Development (SRSD) Model to Math Instruction: Teaching Underachieving Fifth-grade Students to Solve Long Division Problems. Presentation at Wisconsin Mathematics Council Annual Conference, Green Lake, WI.

Rogers, L. A., (2015, October). A Promising Practice: SRSD for Tier 3 Math Instruction. Presentation at Wisconsin's Special Education Annual Conference, Wisconsin Dells, WI.


Kabashi, L., & Rogers, L. A. (2014 January). The Effectiveness of Google Docs on
Promoting Student Engagement and Reflection. Poster presentation for the 21st
Century Teaching at UW-L conference in La Crosse, WI.

Rogers, L. A. (2010, May). Improving Student’s Story-Writing Skills Using the Self-
Regulated Strategy Development Model. In-service training for teachers at Joelton
Elementary School in Joelton, TN.

Harris, K. R. & Rogers, L. A. (2009, January). Improving Your Child’s Writing. A
presentation for parents and teachers at Currey Ingram Academy, Nashville, TN.

Rogers, L., A., Parks, R. J., Mau, A. C., Bergman, W. A., & Lane, K. L. (2006,
November). Using a function-based assessment to design an effective tertiary
intervention for a non-responsive middle school student. A paper presented at the
Tennessee Association of Applied Behavior Analysis, Nashville, TN.

Invited Presentations

Rogers, L. A. (2009, December). The Writing Academy. Dissertation proposal
presentation for teachers at Joelton Elementary School in Joelton, TN.

Rogers, L. A. (2006, Summer). The Effects of Stress on Teaching and Job
Attrition. A paper presented in SPED 3860 at Vanderbilt University, Nashville, TN.