This presentation will focus on defining and practicing the four types of accommodations. Identify the differences between accommodations and modifications. As well as, participants will experience practical applications in providing accommodations for students with disabilities.

Scaffolding is an instructional technique, associated with the zone of proximal development, in which a teacher provides individualized support by incrementally improving a learner’s ability to build on prior knowledge. Scaffolding is a learning process designed to promote a deeper level of learning. It is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals. Instructional scaffolding is the provision of sufficient support to promote learning when concepts and skills are being first introduced to students.

This presentation will define the role of a paraprofessional and demystify the myths of their previous and current roles. Participants will actively engage in strategies for use within Inclusion and Self-Contained classrooms.

This training will provide teachers with research based strategies to identify and differentiate between academic discrepancies that are a result of boundaries in language acquisition and those that are a result of a learning disability, making it easier for teachers to identify whether a child’s situation is appropriate to be referred to problem solving, or if language proficiency based instructional strategies should be incorporated into lessons. The strategies that can be used to increase academic performance of English Language Learners in the general education and special education classroom along with explanation of how WIDA standards should be applied to planning and instructional practices within the classroom will also be provided and demonstrated.

At this workshop teachers will be given ideas and suggestions on how to collect the data needed for an attending goal along. Teachers will also walk through the steps of writing and maintaining an attending goal. During this workshop teachers will also be given time to practice and get feedback on writing their own attending goals.

A workshop to provide an overview of the three strands address Reading, Language Arts, and Literature through a common instructional design that helps students learn more efficiently. The training will also outline the development of skills in the comprehension component progresses from comprehending oral language to comprehending written material. Skills are first taught in structured exercises that are controlled by the teacher. Later, students are shown how to apply the skills independently to complex written materials.

When a teacher and paraeducator work in the same classroom, they share responsibilities, workloads, successes, and challenges.  Although there are many benefits to teaming, sharing instructional space creates some level of anxiety in both parties. This workshop would identify some tasks or issues that, if discussed prior to working together in the   same classroom, can ease the tension and create a climate of mutual respect among teachers and paraeducators.

IEPs are the blueprint of specially designed instruction. Full day workshop: This training explains the common difficulties teachers and districts encounter in the development of IEPs and Special Education Programs. The session cites court cases and explains the relevance to the Case Conference and IEP process. In part, the session will address common procedural steps in Embrace.

The development of effective systems for school discipline requires a broad set of resources. The intent of this session is to support schools in their movement towards more effective, evidence-based methods of behavior management and school discipline for all students. These considerations are offered for staff at the classroom level as well as administrators at the school and district level.

This is an introduction to social emotional learning for parents or staff supporting kids. This presentation explore some common red flags in kids’  emotional well being, how to support them and where to get additional support

Covid 19 is still plaguing the country but students are returning to school. This presentation lists several “right now” strategies that teachers can implement to ensure a smoother transition as we enter the new school year.

The special education process is long and complicated. This is an introduction into the world of IEPs and 504s for parents and all advocates.

Technology has proven to be a necessary part of  the learning process. Some students and parents found themselves at a disadvantage when forced to use tools they never even heard of. This is an interactive presentation that goes through several Google Apps for Education to help students and the adults supporting them.

Schools have always been interested in fostering diversity, equity, and inclusion (DEI), but the work has taken on renewed meaning as student populations grow increasingly diverse in every way: race, ethnicity, socioeconomic status, language, religion, sexual orientation, gender identity, special needs and MORE. This presentation is an introduction to teaching from a culturally responsive approach to help students and staff thrive educationally.

Middle and high school students often struggle to stay organized. In this presentation, the focus is on upper elementary through high school students and the different technology tools that will be helpful to keep them organized and successful in school.

Co-teaching is more than just a buzz word used in education, it is a delicate dance between teaching professionals. Co-teaching provides classroom teachers with assistance in the development, delivery, and evaluation of effective instructional programs. It provides specialists with critical in- formation about classroom setting demands, teacher expectations, and current student performance levels. This knowledge enables specialists to provide more appropriate recommendations regarding the instructional procedures that are most likely to benefit all students particularly those with disabilities and many of their low-achieving peers. Co- teaching fosters ongoing support, collaborative problem solving, and professional development for both teachers.