2017‐ 2018 - dcn-cde.ca.gov/scheduledtrainings/TrainingFinal2017-2018.pdf · OVERVIEW OF SERVICES...

2017‐2018

Diagnostic Center North Professional Learning Staff

CA State Special Schools

2017‐2018

Professional Learning Opportunities

TABLE

TABLE OF CONTENTS 2017-2018

OVERVIEW OF OUR SERVICES 1 HOW TO SCHEDULE TRAININGS 2-4 NEW TRAININGS FOR 2017-2018 5-6

ASSESSMENT 7-10

BEHAVIOR 11-12

ENGLISH LANGUAGE LEARNERS 13-14

INSTRUCTION / INCLUSION 15-18

MENTAL HEALTH 19-21

PARAEDUCATORS 22-23

CODE REFERENCE 24-25

CONSULTATION SERVICES AND VIDEOCONFERENCING 26

TECHNICAL ASSISTANCE IMPLEMENTATION PROJECTS 27-28

APPENDIX 29-30

DIAGNOSTIC CENTER PRESENTERS 31

OVERVIEW OF SERVICES 2017-2018

The Diagnostic Center, Northern California (DCN) offers Professional Learning Opportunities (trainings and Technical Assistance Projects) throughout the year. The Diagnostic Center presenters are highly skilled, experienced practitioners who offer up-to-date, research-based information and practical skills.

Professional Learning Opportunities are available in various formats:

Prepared workshops hosted by SELPAs and County Offices of Education

Technical Assistance Projects: using principles and methods of implementation science the DCN will work with LEA administrative leadership to explore and identify the scope and focus of the project. DCN will provide hands-on coaching and technical assistance as a trainer-of-trainer model to increase the capacity of the LEA so that the new educator practices can be sustained and scaled up to improve student results long term. For more information see page 27-28.

Consultation services: One- to two-hour sessions at the Diagnostic Center or via video conferencing. For more information see page 26.

Video conferencing: Video conferencing is offered as an optional way for LEAs and SELPAs to access training and technical assistance. The hosting agency must have Polycom compatible equipment available. For more information see page 26.

Web-based Learning: Selected web-based learning opportunities are designed to provide services to professionals and parents via webinar and future online trainings. For more information see page 29-30.

A Certificate of Completion is available to participants. This may be used to document professional development hours or applied towards the credential requirements for Education Specialist Level II non-university activities. The Diagnostic Center is also a California Speech-Language Pathology and Audiology Board approved continuing professional development provider. In addition, attendance at the Diagnostic Center presentations can be used to meet ASHA's certification and maintenance hours.

COST: There is no cost for our professional development services. Attempts are made to distribute trainings among SELPAs, County Offices of Education (COE), and school districts within the Northern California Diagnostic Center’s geographic service area. SELPAs and COEs are responsible for duplication of handout materials, securing the training site, advertising the presentation, providing refreshments and similar costs. A minimum number of participants is required.

1

HOW TO SCHEDULE TRAININGS 2017-2018

The “window” for requesting Professional Learning Opportunities for the 2017-2018 school year will be open from May 8, 2017 - May 12, 2017. Requests must originate from your SELPA Director or County Office of Education. School districts are encouraged to contact their local SELPA or COE to request trainings. Note: For the purpose of this brochure “Professional Learning Opportunities” and “trainings” will be used interchangeably

I. After reviewing the DCN brochure:

Please select the trainings your SELPA would like to request. Below are the steps for requesting trainings. If you have any questions please contact us at [email protected]

1. You will receive a “start of scheduling” email on May 8, 2017. If you do not receive this e-mail, please contact [email protected]. Trainings are available for scheduling Monday, May 8, 2017 through Friday, May 12, 2017. The “window” for requesting trainings closes at 4:30pm, on May 12, 2017.

2. Please specify the desired date and start time of your request. We will

specify the end time, which may include up to one hour for lunch, if appropriate.

3. Select the desired course number.

4. Select the name of your SELPA or COE from the drop-down menu. If you

find you are not listed, please specify “OTHER” and we will contact you.

5. Specify the contact name, email, and phone number for your agency’s contact person. Please make sure this person is available to respond to questions regarding your requested training during our scheduling process, and is able to confirm details about this training later in the year. Use the same contact person, e-mail address, and phone number for every entry by your agency.

6. (Optional) specify an alternate date and start time for each training desired.

This is in case we are unable to give you your first choice of training.

7. Click the “Submit” button at the bottom to finalize your request.

8. The screen will refresh, confirming your request(s) have been sent. By reaching the “Your response has been recorded and received by DCN” screen, your entry has been saved and stored in a database on the Google servers. It is secure and will not be lost.

2


9. You can now click on “Submit another Response” to request additional trainings, if desired.

10. Any modifications or updates to the contact person’s name, phone, and/or

email for your SELPA district should be sent as a separate email to [email protected] throughout the year.

II. After requesting Professional Leaning Opportunities:

1. Please assign an administrator or designee to attend the workshop. 2. Secure a training site to accommodate audience size. 3. Contracts will be e-mailed in mid-May, immediately following our selection

and scheduling process. 4. Please sign and return these contracts to us via e-mail to

[email protected]. They are confirmation of your training dates and times.

5. As always, please e-mail [email protected] with questions or concerns.

3


III. Once your training dates are confirmed via contract, please:

1. Please indicate the number attending, including remote participants, for this training. The minimum number of attendees is 20. Consider distributing e-mails, flyers, and other outreach activities to advertise.

2. Provide for audio-visual needs. 3. Duplicate handout packets for all participants prior to the date. 4. Confirm that hosting agency has access to compatible equipment for any

scheduled videoconferences or broadcasting to other sites. 5. If your scheduled PD is a video training or webinar, we will send a checklist,

inform the trainer and set up a “practice” contact time with our IT staff and yours, prior to the actual training.

6. If the training is live but will be broadcast to other sites please state this when re-confirming the training.

7. Remember, all trainings are re-confirmed three weeks prior to the set date!

IV. During the training: 1. Greet and register participants. 2. Have your on-site administrator available to deal with any unexpected issues

that may arise.

V. After the trainings are completed:

1. Distribute, collect, and send (or give to the presenter) DCN evaluation surveys. 2. Distribute Certification of Completion at the end of workshop.

Note: While it is not required, providing lunch on-site for full day workshops is greatly appreciated. It ensures a timely resumption of the training after the lunch break.

We strongly recommend that the sponsoring agency ensures that parents, general education staff and other agencies (such as Regional Center, Mental Health) are also invited.

*PLEASE FORWARD THIS SHEET TO SCHOOL DISTRICTS*

4

NEW! 2017-2018

Behavior

BH008 is a four-part mixed-media series of trainings for school psychologists and

behavior specialists. It provides instruction on how to complete a Functional Behavior

Analysis and determine appropriate replacement behaviors (page 11)

English Language Learners

EL001: Assessment of English Language Learners: An Overview (2.5 hrs.) (page 13)

EL002: English Language Leaners with SLI: A Guide to Intervention (2.5 hrs.)

(page 14)

Instruction

IN007: Assistive Technology in the 21st Century Inclusive Classroom (3 hrs.)

(page 17)

IN008: Demystifying Dyslexia –Where Do We Go From Here? (3 hrs.) (page 18)

Mental Health

Mental Health Series for Teachers

o MH005: Creating a Safe and Supporting Learning Environment: Universal

Tier-one Classroom Supports for the Mental Wellness of All Students (3 hrs.)

(page 20)

o MH006: Methods of Implementing Targeted, Tier-two Supports for Students

Struggling with Mental Health Challenges in the Classroom (3 hrs.) (page 21)

5

MONTHLY PROFESSIONAL LEARNING SERIES 2017-2018

The last Wednesday of the month the Diagnostic Center staff will hold a topic-specific, interactive training from 1:00 pm - 3:00pm at the Diagnostic Center North in Fremont. Dates, specialists and topics are listed below. Trainings will be small and focus on specific tools and strategies to assist teachers, SLP’s and Psychologists in meeting students’ needs in the classroom. To register please visit our website. These trainings are first come, first served and space is limited to 15 participants. Trainings are at no cost and open to all.

Date Trainer / Discipline Topic / Title September 27, 2017 Tara Zombres

BCBA / Educational Specialist How to Create an Effective Classroom Reinforcement System

October 25, 2017 Tara Zombres and Shannon Johns Educational Specialists

Make & Take: Creating Functional Tasks for Students with Moderate to Severe Disabilities

November 29, 2017 Mirit Friedland School Psychologist

ADHD is often confused with ASD, and

can also be a secondary diagnosis to

ASD. Mirit will talk about the similarities

and difference between the two disorders.

She will share recommended assessment

tools and ways to distinguish or

differentiate ADHD from ASD. Case

studies and/or video examples will be

provided to practice making differential

diagnosis/eligibility determinations.

January 31, 2018 Liz Arenas Speech and Language Specialist

Tools and Tips for working with English Language Learners in the inclusive classroom

March 21, 2018 Tara Zombres and Shannon Johns Educational Specialists

Make & Take: Creating Functional Tasks for Students with Moderate to Severe Disabilities

6

TRWhat

ASSESSMENT 2017-2018

AS015: Executive Functions: Assessment and Implications to Support the

Student

Presenter: Mirit Friedland, M.A., School Psychologist

Intended Audience: School Psychologists Instructional time: 3 hours Type: In-Person Executive Functions are becoming an integral part of psycho-educational assessments.

Executive Functions (EFs) essentially direct one’s behavior in a purposeful, goal-

directed or problem solving manner, and are correlated with academic production and

everyday life. Weaknesses in EFs are common for many students being evaluated for

special education and 504 Plans. Students meeting eligibility criteria for autism, SLD,

SLI, and OHI / 504 related to ADHD often have associated difficulties with Executive

Functions. This training will focus primarily on the construct of EFs in addition to

strategies and assessment tools using a multi-dimensional approach. By the end of the

training, participants will have recommendations to assist their school teams on goals,

interventions, and decision making related to EFs.

Participants will:

Review the construct of Executive Functions (EFs)

Understand the importance of EFs

Review rating scales and performance measures

Learn practical strategies to identify challenge areas

Learn about the implications of EFs and eligibility decisions

Understand EF deficits to guide teams towards goals and interventions

Review and analyze case studies

7

TRWhat

ASSESSMENT 2017-2018

AS017: Best Practices Preschool ASD Assessment Presenter: Mirit Friedland, M.A., School Psychologist Intended Audience: School Psychologists, Speech-Language Pathologists Instructional time: 3 hours Type: In-Person Nearly 100,000 students in California are eligible for special education services under the category of Autism. Latest national incidence figures indicate a continuing increase for a diagnosis of Autism Spectrum Disorder (ASD). Accurate diagnosis is now possible by age 2-3 years and appropriate intervention using Evidence-Based Practices (EBPs) leads to significantly improved outcomes. This training will cover formal and informal assessment procedures for assessing preschoolers suspected of having ASD. Case studies, video examples and an Alternative Assessment Tool Kit will be provided to assist with diagnostic reporting, sample presentations of results, and structured discussions.

Participants will:

Identify collaborative assessment strategies Compare and integrate DSM-5 diagnostic criteria with Education Code criteria Differentiate typical vs. atypical/ASD developmental characteristics Identify caveats and merits of formal and informal ASD assessment tools Differentially diagnose or identify possible co-existing disorders Take home Alternative Assessment Tool Kit to begin using for your next

assessment

8

TRWhat

2017-2018 ASSESSMENT

AS018: Differential Diagnosis of Childhood Apraxia of Speech – Part I Presenter: Arlene Ho, M.A., M.P.H. CCC-SLP-L, Speech-Language Pathologist Intended Audience: Speech-Language Pathologists Instructional time: 2.5 hours Type: In-Person, Video Childhood Apraxia of Speech (CAS) has become a growing diagnostic category and area of concern in our public schools. Often, it is unclear how to provide differential diagnosis of CAS within an educational setting, as opposed to a clinical setting. This training serves to outline the key components of assessment for CAS. SLPs will be able to make an accurate diagnosis of Childhood Apraxia of Speech.

Participants will:

Learn how to structure an assessment for Childhood Apraxia of Speech (CAS) Understand the underlying principles for a diagnosis of CAS Learn the implications of CAS on learning and communication

9

2017-2018 ASSESSMENT

AS019 Dynamic Temporal and Tactile Cueing for Childhood Apraxia of Speech – Part II Presenter: Arlene Ho, M.A., M.P.H. CCC-SLP-L, Speech-Language Pathologist Intended Audience: Speech-Language Pathologists Prerequisite: Differential Diagnosis of Childhood Apraxia of Speech - Part I Instructional time: 2.5 hours* Type: In-Person, Video Childhood Apraxia of Speech (CAS) has become a growing diagnostic category and area of concern in public schools. Often, it is unclear how to provide interventions of CAS within an educational setting, as opposed to a clinical setting. This training serves to outline the key components for intervention for CAS. SLPs will be able to plan interventions and make recommendations for implementation in the school setting.

Participants will:

Learn how to apply the principles of motor learning to interventions for CAS Learn the technical cueing for providing interventions for CAS Learn how to integrate other team members into generalizing progress into the

classroom

10

TRWhat

BEHAVIOR 2017-2018

BH008: A Series: Completing a Functional Behavior Assessment to Determine Effective Interventions for Problem Behavior Presenter: Tara Zombres, M.Ed., BCBA Behavior Analyst/Education Specialist Intended Audience: School psychologists, behavior specialists Instructional time: 4 sessions – See each session for hours. Series total: 11 hours Type: Mixed media: In person/online This is a four part series of trainings presented in short sessions. These sessions will be presented over a period of several months, allowing the participants to practice and apply the knowledge gained during each session. The sessions are:

Session 1: Data Collection for Analysis – Tools and methods will be introduced that allow for effective, time efficient and appropriate data collection of problem behaviors that occur within the educational setting. (In-person, 3 hours)

Session 2: Determining the Function – Using collected data to determine a hypothesis for why problem behavior is occurring. The session will discuss how to analyze data to determine the function, especially when there are multiple contributing factors impacting the behavior. (web-ex, 2 hours)

Session 3: Designing Function Driven Replacement Behaviors – How to use the information gathered through a functional assessment to lead to effective identification of appropriate replacement behaviors. This considers both writing of a replacement behavior and selecting appropriate interventions. (In-person at the Diagnostic Center or interactive web-ex, 3 hours)

Session 4: Pulling It All Together – Discussion about effectiveness of identified behaviors from Functional Behavior Assessment and analysis of initial implementation of replacement behavior intervention. (In-person at Diagnostic Center, 3 hours)

Participants will:

Increase skill in completing a Functional Behavior assessment that leads to effective identification of replacement behavior and appropriate intervention

11

TRWhat

BEHAVIOR 2017-2018

BH009: For Teachers – Behavior Supports in the Classroom: How to Implement Effective Reinforcement Strategies Presenter: Tara Zombres, M.Ed., BCBA, Behavior Analyst/ Education Specialist Intended Audience: Teachers – Special Education and General Education supporting students with special needs Instructional time: 3 hours Type: In Person

This training will discuss how to identify, understand and intervene with individual student problem behavior. The steps of creating effective behavior interventions will be outlined and discussed through examples and case studies. Participants are asked to come to the training with specific cases in mind to share with the group. Evidence-based behavior intervention strategies will be covered that match the cause of behaviors to effective strategies across all ages and severities of behaviors.

Participants will:

Increase understanding of why students engage in undesired behaviors Be provided with specific explanations of how to implement behavior strategies Create an action plan for how to begin intervening with difficult student behavior

12

TRWhat


EL001: Assessment of English Language Learners: An Overview

Presenter: Liz Arenas, M.S., CCC-SLP-L, Speech-Language Pathologist Intended Audience: Speech-Language Pathologists Instructional time: 3 hours Type: In-Person This training is intended to provide participants with a guided look at the Diagnostic Center-Northern California’s best practice guidelines for the assessment of culturally and linguistically diverse students. The framework was developed to address the disproportionate number of English Language Learners being over- and under- identified for speech-language services.

Participants will:

Become familiar with guidelines for designing and conducting an unbiased and best practices language and communication assessment

Receive copies of the forms used at the center to help guide them in future assessment

Become familiar with resources for additional support and information

13

TRWhat


EL002: English Language Leaners with SLI: A Guide to Intervention

Presenter: Liz Arenas, M.S., CCC-SLP-L, Speech-Language Pathologist Intended Audience: Speech-Language Pathologists Instructional time: 3 hours Type: In-Person

This training will review the second language acquisition process. Participants will become familiar with the State Standards for English Language Learners and points that are important to consider when planning intervention. Participants will explore resources and materials to implement in therapy sessions for English Language Learners with Speech Language Impairment.

Participants will:

Become familiar with California State Standards Become familiar with the second language acquisition process Review evidence based strategies and materials to conduct effective, successful,

and appropriate therapy when the student's language(s) are not shared by the SLP

14

TRWhat


IN005: Successful Inclusive Education Intervention Strategies for the Elementary Classroom – WEBINAR – (or for in-person see next page) Presenter: Shannon Johns, M.S., Education Specialist Intended Audience: Elementary Special Education Teachers including RSP Teachers, SDC Teachers, and Inclusion Facilitators; General Education Teachers Instructional time: 3 hours Type: Webinar Alignment with the principle that there is “one education system for all students” means that school teams are working to include more students with disabilities in the general education classroom. This training will consist of two parts (both on-line):

1) An introductory module and background reading (self-paced, 1.5 hours) 2) A webinar presented by the DCN trainer (1.5 hours)

The introductory module, background reading, and webinar will cover the law related to inclusion and a review of research on inclusive practices. Participants will learn about strategies for inclusion, resources to facilitate the process, and tips for communication and collaboration amongst team members.

Participants will:

Increase their understanding of the law and research supporting inclusive education

Be provided with specific strategies for inclusion, including resources to facilitate the process

Please note: This webinar is designed so that participants can log in and participate from anywhere. If the SELPA host decides it is best to have all participants meet at the same location for the webinar, it is best if participants log in from their individual laptops or devices. More information about our webinar procedures can be found on Page 29

15

TRWhat


IN006: Successful Inclusive Education Intervention Strategies for the Elementary Classroom – IN-PERSON Presenter: Shannon Johns, M.S. Education Specialist Intended Audience: Elementary Special Education Teachers including RSP Teachers, SDC Teachers, and Inclusion Facilitators; General Education Teachers Instructional time: 3 hours Type: In Person Alignment with the principle that there is “one education system for all students” means that school teams are working to include more students with disabilities in the general education classroom. This training will cover the law related to inclusion and a review of research on inclusive practices. Participants will learn about strategies for inclusion, resources to facilitate the process, and tips for communication and collaboration amongst team members.

Participants will:

Increase their understanding of the law and research supporting inclusive education

Be provided with specific strategies for inclusion, including resources to facilitate the process

16


IN007: Assistive Technology in the 21st Century Inclusive Classroom Presenter: Shannon Johns, M.S., Education Specialist Intended Audience: Special Education Teachers including RSP Teachers, SDC Teachers, and Inclusion Facilitators Instructional Time: 3 hours Type: In-Person Educational Technology is helpful, and it can also be overwhelming! From iPad apps to Chrome extensions to adaptive software options – where should special educators start? What about low tech options? And how can assistive technology help students with disabilities access the general education curriculum in inclusive environments? These topics will all be explored in this training. Participants will:

Discover resources to use to determine ways in which assistive technology may help a student

Learn about iPad apps, Chrome extensions, and adaptive software options that can be used to support student learning

Be provided with information about low tech options Learn ways to utilize assistive technology to help students with disabilities access

the general education curriculum in inclusive environments

17

TRWhat


IN008: Demystifying Dyslexia: Where Do We Go From Here? Presenter: Laura Denton, EdD, NCED Intended Audience: General Education Teachers, Special Education Teachers, Reading Specialists, Administrators, School Psychologists Instructional time: 3 hours Type: In-Person California legislation (AB1369, fall 2015) set in motion new steps for how California educators will handle the reading disability called dyslexia. AB1369 changed California’s eligibility criteria for Specific Learning Disability (SLD) to include “phonological processing” in the description of basic psychological processes considered. A workgroup developed program guidelines, published online in August 2017, in time for implementation during the 2017-18 school year. This workshop addresses these changes in practical terms.

Participants will learn:

The California-adopted definition of dyslexia. How to determine if a student is “at risk” for dyslexia (screening). How to design interventions to address the student’s needs. Tests and procedures for assessing dyslexia. Ways to discuss dyslexia with parents and colleagues.

Special Instructions:

Participants may bring anonymous student profiles for discussion, if desired. Please contact the presenter about what information to bring.

[email protected]

18

2017-2018

MH004: Identification of and Evidence-Based Interventions for Anxiety, Stress

and Trauma

Presenter: Mirit Friedland, M.A., School Psychologist

Intended Audience: School-based mental health professionals (e.g., school psychologists, MFTs, LCSW’s), Administrators, Special Education Teachers, including RSP and SDC teachers Instructional time: 3 hours Type: Video or In-Person The Center for Disease Control (CDC) indicates at least 13% of youth experience a

mental health disorder in any given year but only 20% of these youth receive treatment,

the majority of which are related to anxiety, stress, and trauma. This training provides

professionals serving these students with best practice guidelines for educationally

related assessments and school-based treatment.

Participants will:

Receive an overview of the basis of anxiety, stress, and trauma and how they present

Be introduced to multiple evidence-based programs and lessons

Be introduced to research-based and emerging evidence-based supplemental

supports to calm the deregulated brain

Analyze and be coached through one or two case studies to determine if there are

educationally interfering levels of anxiety and/or stress/trauma

19

TRWhat

MENTAL HEALTH 2017‐2018

MH005: Creating a Safe and Supportive Learning Environment: Universal Tier-One Classroom Supports for the Mental Wellness of all Students Presenter: Tara Zombres, M. Ed., BCBA Intended Audience: Special Education and General Education Teachers serving students with emotional, behavioral, and mental health needs Instructional time: 3 Type: In-Person

Supporting the mental health needs of students in the classroom is becoming an increasingly important component of providing comprehensive education. This training will describe specific environmental supports that increase students’ ability to access learning in the classroom by designing a safe and supportive environment. Curriculum development and instruction in social emotional learning will also be discussed as a critical piece of instruction for all students.

Participants will:

Learn about how mental health issues present in the learning environment Explore how to integrate environmental mental health/social emotional supports

and practices into classroom instruction Work with colleagues to select specific strategies that they can implement in their

classrooms

20

TRWhat

MENTAL HEALTH 2017‐2018

MH006: Methods of Implementing Targeted, Tier-Two Supports for Students Struggling with Mental Health Challenges in the Classroom Presenter: Tara Zombres, M.Ed., BCBA Intended Audience: Special Education and General Education Teachers serving students with emotional, behavioral and mental health needs Instructional time: 3 hours Type: In-Person

Students who struggle with specific mental health/social emotional needs in the classroom may require an increased, targeted level of support. This training will describe specific mental health conditions and how they present in the classroom through an educator’s lens. Participants will discuss how to recognize academic and behavioral symptoms that may be related to mental health concerns and how to provide appropriate supports to increase their success in the classroom. Interventions that can be implemented by teachers and support staff, at the Tier 2 level of supports, will be reviewed.

Participants will:

Learn about how mental health issues present in the learning environment Explore how much educational and behavioral supports and accommodations

students need when considering mental health concerns Work with colleagues to select specific strategies that they can implement in their

classrooms

21

PARAEDUCATORS 2017-2018

PR005: For Paraeducators: Helping Students with Moderate to Severe Disabilities Build Skills for Independence (Pre-school through 8th Grade) Presenter: Shannon Johns, M.S., Education Specialist Intended Audience: Paraeducators who support students with moderate to severe disabilities in pre-school through 8th grade Instructional Time: 3 hours Type: In-Person

Review characteristics and learning styles of many students with moderate to severe disabilities

Describe educational strategies and tools to address behavior, communication, and social interactions

Show video clips to illustrate intervention strategies Participants will:

Gain a deeper understanding of the needs of students with moderate to severe disabilities

Learn strategies to prevent and/or reduce problem behavior Understand the importance of providing meaningful, age-appropriate activities

and tasks Learn ways to help students become as independent as possible Learn strategies to help students with moderate to severe intellectual disabilities

reach their full potential

22

TRWhat

PARAEDUCATORS 2017-2018

PR006: For Paraeducators: Behavior Supports in the Classroom: How to Implement Effective Reinforcement Strategies Presenter: Tara Zombres, M.Ed., BCBA Intended Audience: Paraeducators who support students with behavior needs in all educational environments Instructional time: 3 hours Type: In-Person This training will increase paraeducators’ understanding of why students engage in problem behavior. Strategies for intervening with problem behavior will be discussed. They will brainstorm how to intervene with behaviors as support staff in the classroom. Video examples will be shared and participants will brainstorm appropriate interventions. Evidence-based behavior intervention strategies will be covered that match the cause of behaviors to effective strategies across all ages and severities of behaviors.

Participants will:

Increase understanding of why students engage in undesired behaviors Be provided with specific explanations of how to implement behavior strategies Leave with more ideas and strategies on how to support problem behaviors

23


ASSESSMENT AS015: Executive Functions: Assessment and Implications to Support the Student AS017: Best Practices Preschool ASD Assessment AS018: Differential Diagnosis of Childhood Apraxia of Speech – Part I AS019: Dynamic Temporal and Tactile Cueing for Childhood Apraxia of Speech – Part

II BEHAVIOR BH008: A Series: Completing a Functional Behavior Assessment to Determine

Effective Interventions for Problem Behavior BH009: For Teachers – Behavior Supports in the Classroom: How to Implement

Effective Reinforcement Strategies ENGLISH LANGUAGE LEARNERS

EL001: Assessment of English Language Learners: An Overview

EL002: English Language Leaners with SLI: A Guide to Intervention INSTRUCTION / INCLUSION IN005: Successful Inclusive Education Intervention Strategies for the Elementary

Classroom - WEBINAR IN006: Successful Inclusive Education Intervention Strategies for the Elementary

Classroom – In-person

24


IN007: Assistive Technology in the 21st Century Inclusive Classroom IN008: Demystifying Dyslexia: Where Do We Go From Here? MENTAL HEALTH MH004: Assessment and Evidence-Based Interventions for Anxiety, Stress and Trauma MH005: Creating a Safe and Supportive Learning Environment: Universal Tier-One

Classroom Supports for the Mental Wellness of all Students MH006: Methods of Implementing Targeted, Tier-Two Supports for Students Struggling

with Mental Health Challenges in the Classroom PARAEDUCATORS PR005: For Paraeducators: Helping Students with Moderate to Severe Disabilities Build

Skills for Independence (Pre-school through 8th Grade)

PR006: For Paraeducators: Behavior Supports in the Classroom: How to Implement Effective Reinforcement Strategies

25

CONSULTATION SERVICES AND VIDEOCONFERENCING 2017-2018

Consultation Services

School District or SELPA teams are invited to consult with Diagnostic Center Specialists. Individual student consultation is especially helpful when a diagnosis is in question, when the IEP team would like assistance with "next steps" in planning individual student programs, or when there is a need to understand the educational implications of certain medical and/or mental health conditions. Program development consultation services are also available. These services are available at the Diagnostic Center or via videoconferencing.

Videoconferencing To meet the demand for services, we offer videoconferencing as an optional way for LEAs and SELPAs to access training and technical assistance. Many school districts, County Offices of Education and Community Colleges have videoconferencing equipment available. The hosting agency must have Polycom-compatible equipment available. Typical videoconferences are no more than 3 hours in length. The LEA is responsible for assigning a local technology person to coordinate with the Diagnostic Center staff. Possible uses for videoconferencing include:

Case conferencing between Diagnostic Center staff and LEA to assist with individual student cases

Follow-up services for students who have been previously assessed by the Diagnostic Center

Mini-trainings on curriculum topics specific to LEA needs

26


The Diagnostic Center, North, has been providing technical assistance implementation projects for many years. The projects are individually designed to meet specific LEA needs. Projects are designed to provide in-depth content training and multiple levels of follow-up support including hands-on coaching and technical assistance with on-site collaboration. These projects include multiple service days that may be interspersed over a period of weeks, months or a year. Short-term projects are also available. Plans to ensure sustainability are also developed.

Current project topics include:

Autism Spectrum Disorders: Development of best practice school programs that implement evidence-based practices for students with ASD

Selective Mutism: Course to increase the capacity of a school team (e.g., SLP, general and special education teachers, school psychologist, therapist, etc.) to support students with Selective Mutism

Intellectual Disabilities: Development of best practice school programs for students with Intellectual and Developmental Disabilities

PSW/The MATRIX: Increasing the capacity of a school district’s school psychologists and speech-language pathologists to implement best practices when assessing student’s patterns of strengths and weaknesses or using alternative assessment measures for African-American students in California schools

Universal Design for Learning (UDL): Ways to engage every learner using UDL. Educators will learn how to provide a greater variety of options for how learners are taught information, how they express that they’ve grasped material and how they’re continuously engaged and motivated to learn more.

27


Diagnostic Center staff will work with the LEA/SELPA to identify the project components, which often include:

In-depth content training (full, half-day, or 1-1½ hour sessions) followed by multiple levels of consultation

Planning sessions with teachers and administrative support teams

On-site consultation and technical assistance sessions with teachers and administrative support teams

The following general requirements apply to each of the Comprehensive Professional Development topics:

Evidence of administrative support for the project must be provided

Participants must be part of district, SELPA or County Office of Education team

All participants must commit to fully participate in the training project and agree to "homework" and attempting recommendations/strategies between sessions

Due to our staff time commitment for these projects, they will be available on a limited basis. In many cases we begin the planning process with the local district or school site in the “semester” prior to the implementation time.

Requests for Comprehensive Technical Assistance Projects should be made to the Diagnostic Center Assistant Director, Ann England at 510-794-2500 or 510-818-2208.

28

APPENDIX 2017-2018

Webinars In an effort to utilize technology and provide time for more collaborative learning, DCN is offering IN005 and BH008 in a “flipped classroom” format, along with Webinars

IN005 Successful Inclusive Education: Interventions Strategies for the Elementary Classroom

BH008 – Four Part Behavior Series

“Flipped Training”- In a “flipped training”, instruction is provided on-line and viewed prior to meeting as a group. Time then spent in on-line group instruction will be more meaningful, and participants will have the opportunity to discuss, question, practice and apply what they have just learned.

Materials for the flipped class will be available on the DCN website.

o The online direct instruction for this training/project will be broken down into content rich videos and readings. The expectation for the training is that participants will have viewed all of the videos and documents prior to the group training meeting date.

o The benefit of this “flipped” learning format are: Videos are short and content rich, so that participants’ time is respected Handouts are tied to the videos and useful as reference materials Participants can view the videos or handouts at their convenience Participants can pause, rewind, or replay content however many times they

like Questions raised by the videos and handouts can be directed to the trainer

prior to the group meeting Due to variations in experience level, a question and answer feedback

process will be provided, allowing interns and professionals who are new to the field, the chance to ask questions of the trainer privately

o An in person, group training or a live webinar will take place 3-4 weeks

after the videos and handouts have been made available to all participants.

During the group training participant will:

o Discuss clarification of on-line presented material

29

APPENDIX 2017-2018

o Receive Updates to on-line presented material issues and concerns o Discuss issues and concerns to be shared with other participants prior to

implementation o Acquire strategies to assimilate and apply new information o Experience an on-line learning community - participants will leave the

webinar knowing that they can turn to each other as resources

Webinars will be broadcast via Web Ex, allowing participants to participate from their own computer/device Live Webinar Procedures One week prior to the live webinar, a link to the webinar will be sent to the district’s coordinator, who will forward the link to participants. This link will include instructions for the participant, and be sent a week before the webinar to make sure computers or devices are ready to play the webinar on the day of the training. If needed, the coordinator will also receive any additional handouts for the participants (such as a copy of the PowerPoint slides) to be mailed out to participants before the webinar. Instructions:

1. Prior to the webinar participants should check with their technology specialist/department to make sure they are able to access the webinar

2. Participants will need headphones to interact with the DCN trainer 3. 15 minutes before webinar participants should log in using the link sent out by the

DCN trainer 4. During the webinar the participants will need to provide the DCN trainer with their

email address 5. After the webinar the trainer will send out evaluations to participants via email 6. When participants return the evaluations to DCN Trainer, a certificate of

attendance will be emailed back

Benefits of a Live Webinar: Can be viewed from any location No location constraints - NO Travel Reach a broader audience - the link can be shared with anyone in the district Content can go from your computer to your classroom Possible to record and review at a later date

30

DIAGNOSTIC CENTER PRESENTERS 2017-2018

Liz Arenas, M.A. CCC-SLP-L, Speech-Language Pathologist

Laura Denton, Ed. D., Education Specialist

Mirit Friedland, M.A., School Psychologist

Arlene Ho, M.A., M.P.H. CCC-SLP-L, Speech-Language Pathologist

Shannon Johns, M.S., Education Specialist

Tara Zombres, Ed. M., BCBA Education Specialist/Behavior Analyst

31

Diagnostic Center – Northern California

Robin L. Zane, Ed. D., Director

Diagnostic Center Northern California 39100 Gallaudet Drive

Fremont, CA 94538 Tel: (510) 794-2500 Fax: (510) 794-2513

www.dcn-cde.ca.gov

2017‐ 2018 - dcn-cde.ca.gov/scheduledtrainings/TrainingFinal2017-2018.pdf · OVERVIEW OF SERVICES...

Documents

Transcript of 2017‐ 2018 - dcn-cde.ca.gov/scheduledtrainings/TrainingFinal2017-2018.pdf · OVERVIEW OF SERVICES...