On-Site Presentations 2012-2013

District Special Education Directors may request on-site presentations of the following sessions. To schedule a workshop, please contact the SELPA Program Specialist assigned to your district.

BAD CAT?

The Effects of Environment on Behavior

(2 hours)

 

Outcomes

Participants will: 

 

  • Review and discuss the impact of problem behaviors in the classroom
  • Learn how environmental influences affect student behavior  
  • Review and discuss several simple strategies to improve classroom climate and student behavior 

Evidence Based Instructional Strategies

(2 hours)

 

Outcomes:

Participants will:

  • Learn five ways to maximize instructional time
  • Review some simple and effective instructional strategies to increase student engagement and participation 

For Speech Pathologists: Participating in the Student Study Team Process

(2 hours)

Appropriate participation in the Student Study Team process 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.

 

Outcomes

Participants will:

  • Describe the purposes of the Student Study Team process
  • Describe team membership and roles for the process
  • Describe strategies and accommodations which support the language basis of core subjects
  • Describe ways in which the SLP might participate in the meeting process and in implementation of supports for students
 

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

(2 hours)

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 may 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.

 

Outcomes

Participants will:

  • Describe Response to Intervention as an instructional model
  • Describe how participation in RTI and Tier I may be considered an activity for prevention of Speech and Language Impairments
  • Describe indirect supports which the SLP may provide for implementation in the general education classroom to enhance language learning opportunities for all students
  • Describe direct supports in which the SLP may participate in the general education classroom

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

 

Token Economies

(2 hours)

 

Outcomes

Participants will:

  • Review how a token economy fits into the overall classroom management plan
  • Learn how to pinpoint target behaviors for positive recognition and reinforcement
  • Learn the steps to implement a token economy in the classroom
Levels

(2 hours)

 

Outcomes

Participants will:

  • Develop an understanding of hierarchical systems of behavioral shaping
  • Review models of levels systems
  • Articulate a hierarchy of behaviors and reinforcers to use with students at their sites

Transition Planning for Students in Pre-school To Middle School

(2 hours)

 

Outcomes

Participants will:

  • Review transition requirements for pre-school, elementary, and middle school students
  • Discuss appropriate activities to facilitate transition for pre-k to middle school students
  • Review the IFSP and IEP forms required for documentation of transition planning
  • Practice writing a plan for a student at their site

Transition Planning for Students in High School

(3 hours)

 

Outcomes

Participants will:

  • Review transition requirements for high school students
  • Discuss appropriate activities to facilitate transition to post-secondary settings
  • Explore and develop school-based and community-based resources to facilitate transition-based learning
  • Review the IEP forms required for documentation of transition planning
  • Administer a transition assessment to a student at their site
  • Practice writing a plan for a student at their site

Accessing the Core for Students with Special Needs

(2 hours)

In the standards-driven reform model, special education is evolving into an array of services and supports that provide a student access to the general education curriculum. This workshop will focus on accessing the general curriculum for students with disabilities.

 

Outcomes

Participants will:

  • Review the purpose and core elements of the curriculum
  • Understand how the student's disability impacts access to the core curriculum
  • Summarize the process needed for creating IEPs that lead to curriculum access

Reading Strategies: RTI Tier I

(2 hours)


Outcomes

Participants will:

  • Be introduced to the "Big Ideas: of Literacy based on literacy research conducted by the National Reading Panel"
  • Become familiar with the components of reading interventions, strategies and best practices at the Tier I level instruction
  • Become familiar with the recent research-based comprehension strategies

Standards-Based Goals and Objectives

(2 hours)

This workshop will focus on writing goals and objectives based on the content standards. 

 

Outcomes

Participants will:

  • Identify student's current performance levels and prioritize the academic needs
  • Align needs to the standards and write standards-based performance objectives
  • Become familiar with The Goals and Objectives Handbook for mild to moderate students

Demystifying the IEP: Everything You Ever Wanted to Know about Educational Planning for Students with Disabilities

(2 hours)

 

Outcomes

Participants in this two hour session will:

  • Review the legislation regarding inclusion, FERPA, and FAPE in special education
  • Describe the process to determine eligibility for special education
  • Will review the 13 disability categories
  • Review the Kern County Consortium SLEPA's continuum of Least Restrictive Environments

Instructional Strategies

(2 hours)

Research and practice suggest that by taking time to follow a proven problem-solving process, teachers can find successful interventions to match the needs of learners. This workshop will focus on a wide variety of strategies that can be used to teach students with diverse learning needs.


Outcomes

Participants will:

  • Describe commonly used standards-based education terminology
  • Summarize the "Link Process" method for developing standard-based teaching strategies
  • Match learning strategies and interventions to student's needs
Autism 101: The Series (2 Session Series)

(4 hours)

 

Outcomes

Participants will:

  • Understand the basic characteristics of students with autism
  • Understand the sensory differences of students with autism
  • Understand how to implement social and communication structure and support
  • Understand how to implement behavior planning and academic supports

Structuring the Classroom for Special Needs Students

(3 hours)

 

Outcomes

Participants will:

  • Identify specific elements of structure that enhance educational and communicative outcomes for special needs students
  • Understand the importance of visual structures and how to implement them in multiple environments in the educational setting
  • Implement time and task structures in multiple environments in the educational setting
  • Understand the importance of implementing a plan for classroom transitions

Autism Toolkit for RSP Teachers, General Educators, and Classroom Aides

(2.5 hours)

 

Outcomes

Participants will:

  • Understand how to set up a predictable, supportive environment
  • Understand the importance of clear, concrete discourse while teaching
  • Understand how to embed, encourage, and support positive social interactions
  • Understand how to support the student during intense behavior and meltdowns

 

 

 

 


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