Assistive Technology (AT) and Accessible Educational Materials (AEM)
To ensure local educational agencies (LEAs) in the region have the professional learning and technical assistance to support the adoption and integration of assistive technology and accessible educational materials.
CCEIS
PL and TA to support the development and implementation of a CCEIS plan for each district. Includes review of the plan before submission and ongoing monitoring of implementation through periodic check-ins with district staff (a minimum of three check-in meetings and one exit conference). Additional PL and TA provided as necessary based on need.
Disproportionality
PL and/or TA to assist districts with locating and analyzing behavioral and other data to assess risk for becoming disproportionate or discrepant.
Master Scheduling
Through the lens of supporting SWDs, this training addresses the question: how can you schedule students, teachers, paraprofessionals, and classes so that you increase student learning, use human resources effectively, and maximize the amount of FTE dollars that you earn? Includes individualized TA to assist districts with continuing the work between and after training sessions.
Positive Behavior Support
Behavior management strategies for teachers, school/district admin, and other support staff.
Conducting the FBA and using this information to write a BIP.
Training on characteristics of disabilities and how it may impact learning and behavior.
Crisis management and prevention training for teachers, school/district admin, and other support staff.
Reevaluation Data Review: A Best Practice Approach
Training on a best practice approach to completing appropriate and compliant Reevaluation Data Reviews (RDRs)
Regional Consortia
Preschool Education
School Psychologist
Speech/Language Pathologist
Teachers of Students with Intellectual Disabilities and/or Autism (with accompanying intellectual disability)
Transition
Role of the LEA
Training to LEAs on their role in the IEP meeting.
Role of the Paraprofessional
Training on the role of the paraprofessional in working with SWDS and in implementing IEP services and supports.
Tailored & Targeted Supports for Federally Identified Schools/Districts (ATSI, TSI, & CSI)
To ensure local educational agencies (LEAs) in the region have the professional learning and technical assistance to meet requirements of the District Plan of Support (DPoS) and increase the functional, academic, and behavioral achievement of students with disabilities; to successfully implement the PL provided, monitor teacher and SWD growth through progress monitoring as identified in the DPoS; and to select, implement with fidelity, and monitor EBPs that increase the functional, academic, and behavioral achievement of SWDs.
Mental Health First Aider (YMHFA) is designed to teach school staff, family members, and other caring citizens how to help an adolescent (age 12-18) who is experiencing a mental health or addictions challenge or is in crisis. The course introduces common mental health challenges for youth, reviews typical adolescent development, and teaches a 5-step action plan for how to help young people in both crisis and non-crisis situations.