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)

(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

(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