Regionally-Identified Priorities

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.

Youth Mental Health First Aid

• • 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.