Take-Out Menu 2009-2010

In light of financial limitations facing school districts at this time, SELPA has shifted the focus for out delivery of staff development opportunities. In addition to the traditional, in-town workshops, we are offering a group of short, teacher-friendly workshops which can be presented in your district at a time convenient to your staff. Take-Out Menu workshops can be presented at an after-school meeting or combined to form a longer presentation tailor-made for your needs.
Please call SELPA personnel to schedule your selections for presentation in your district.

Transition Planning for Youth with Disabilities, Pre-K through 8th Grades

 

This workshop will provide a framework for understanding transition mandates and providing appropriate transition plans for students in preschool and elementary school settings. Participants will be provided with handbooks and checklists to guide them through the process.

 

 

Transition Planning for High School Youth with Disabilities

 

There are two trainings available under this heading.  The first covers essentials of transition, including assessment, planning, providing meaningful transition-based school centered and community centered activities, constructing transition portfolios, and building bridges to post-secondary settings and services

 

The second training focuses on writing transition goals into the IEP.  Participants in this training will need to bring with them a current transition assessment on an actual student, who they will then use as a practice case in writing IEP goals

 

 

CPI Refresher 

 

This one-day training is intended as a team response program for personnel who have received CPI certification or recertification within the last year.  Staff who have not been certified or recertified within the last year should be prepared to enroll in the full, three-day certification course.  Districts are encouraged to send the same group that was trained as a team initially whenever possible. 

 

 

Crisis Prevention Institute (CPI) Crisis Prevention and Intervention Training

 

Participants will receive a full day of training in powerful strategies for eliciting good behavior from all students and providing effective responses to students who present as challenging and disruptive, followed by two days of physical crisis response training.  Some of the training involves vigorous physical activity—therefore, participants must be physically fit.  Districts are required to enroll site-based teams only, with a minimum of at least three people per site. Certified personnel are required to recertify annually.   

 

 

School-Wide Positive Behavior Supports and Interventions

 

This training presents a model of how to create a Tier 1 all-school model for teaching and reinforcing appropriate behaviors as a community of practice, as well as the essentials of Tier-2 classroom reinforcement.  Emphasis is placed on consistent, positive practices to reduce ten typical misbehaviors commonly observed in school settings.

 

Token Economies

 

Detentions and referrals not working?  This workshop will teach you how to motivate students through use of positive re-enforcers. Token systems help you to reward the behavior you expect in order to increase student compliance for students of all ages and ability levels.  Specific examples of token reinforcement will be given, along with a compendium of ideas for rein forcers and general tips on identifying sources of ongoing funding.

 

 

Levels

 

Levels Programs are systems in which students move through a hierarchy of ever increasing behavioral expectations coupled with ever-increasing rewards and privileges. Typical systems involve three or four gradual “steps” that begin with a small number of foundation behaviors and terminate with a larger number of higher-order behaviors consistent with excellent overall conduct

 

Levels systems are used most often in self-contained or single-teacher settings as a motivational tool for students who present extremely challenging behavior. 

 

Levels as a construct will be explained in detail. There will also be a review of materials that facilitate the implementation of a classroom levels system.

 

 

For Speech Pathologists: Participating in the Student Study Team Process

 

Participants in this workshop will review the Student Study Team Process.  Appropriate participation by Special Education personnel in general and Speech-Language Pathologists in particular will be reviewed.  Accommodation strategies and classroom-based activities to support development of speech and language skills in classrooms will be discussed. Resource materials will be shared

 

 

CA Speech-Language Pathology and Audiology Board: This program meets the qualifications for 2 hours of continuing professional development credit for Speech-Language Pathologists as required by the California Speech and Language Pathology and Audiology Board. PDP# 93

 

 

For Speech Pathologists: Participating in Tier I RtI

 

Many districts are implementing Response to Intervention systems as a way to provide early intervening services to students in General Education.  Speech and Language Pathologists can participate in meaningful ways at all levels of RtI. This 2-hour presentation will review several models of RtI and discuss the SLP’s participation at the earliest level. Activities and resources will be shared.

 

 

CA Speech-Language Pathology and Audiology Board: This program meets the qualifications for 2 hours of continuing professional development credit for Speech-Language Pathologists as required by the California Speech and Language Pathology and Audiology Board. PDP# 93

 

 

Autism Spectrum Disorders Series

 

More children are diagnosed with Autism Spectrum Disorders every day. It is critical for both General and Special Education personnel to become familiar with the core deficits, which challenge these students and best educational practices to support them. This series of 2-hour workshops provides an overview of these issues

 

            Autism 101         

                Core deficits and basic principles for intervention

 

          Strategies 1A: Basic Communication and Social Skills Strategies for

                 Students with Autism Spectrum Disorders

                 Supporting students with ASD in general and special education programs

 

Asperger Syndrome

                Challenges and supports for higher-functioning students with ASD

 

 

Progress Monitoring/Educational Benefit

 

This workshop will review the process of determining Educational Benefit for students receiving special education services.  Educational Benefit analysis will focus on: recording information included in student’s IEP and other records; analyzing the relationship between the identified needs; goals, and services; comparing progress to the prior year; completing the educational benefit summary form to identify patterns to the program planned for the student; discussing overall educational benefit, e.g., was the child’s program reasonably planned to result in educational benefit?  Reviewing the child’s progress and adjusting the IEP.  Workshop participants will receive hands-on practice in determining Educational Benefit.

 

 

Getting to Know Your Students

 

This workshop will provide a guideline for collecting pertinent student data needed for educational planning and implementation. Teachers will learn about the different sources of student data collection and how to utilize it to meet the needs of their students.   Various data collection samples will be presented.

 

This workshop is recommended for new teachers and for veteran teachers who are interested in learning more about their students, their learning styles and, educational needs.

 


print:   email: