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Now Accepting Applications for the Enhancing Social and Emotional Skills in Students with IEPs (ES3) Three Year Grant
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Areas covered are social and emotional learning (SEL) skills that commonly show up for neurodiverse learners. They are the deep dive into social-emotional learning and are often the prerequisite skills within the Wisconsin DPI SEL Competencies.
The Supporting Neurodiverse Students (SNS) Professional Learning System provides brainstorming sessions, resource-matching opportunities, and individual learning events for schools, districts, community organizations, and individuals (educators, family members, or community members).
Explanation of this support: https://snswi.com/StatewideSupport
Schedule your time to talk : www.snswi.com/booknow
The Supporting Neurodiverse Students (SNS) Professional Learning System provides learning opportunities with a focus on regulation, social communication, flexibility, resilience, sensory processing, and executive functioning. It includes regional training sessions, virtual trainings, and virtual cohorts to support educators and families serving students with disability-related needs in the area of social and emotional learning. Looking for an explanation of each learning event?
Follow this link for quick blurbs on each area: https://snswi.com/Offerings
Video clips with short answers to your questions regarding supporting students with neurodiverse needs.
The Supporting Neurodiverse Students Professional Learning System (SNS) supports a district-level grant, the Enhancing Social and Emotional Skills in Students with IEPs (ES3). The goal of the ES3 is to provide public school districts with the structures and processes to identify and support the beliefs, skills, and systems needed to improve outcomes for students with Individualized Education Programs (IEPs). Grant recipients are supported by a statewide coordinator who assists district and school-based teams through coaching, training, and resources to implement evidence-based improvement strategies to support the growth of students with significantly divergent social and emotional learning needs.
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