DATES: March 19 & 26, 2022

TIME: Saturdays, 8:00 AM-Noon HKT

FORMAT: Zoom Meeting (Zoom link will be sent 2 days before the event.)

COST: EARCOS Members: $675 (optional SDSU credits + $390)

Non-Members: $775 (optional SDSU credits + $390)

If you are seeking San Diego State University credit for this course, please email Elaine Repatacodo at lrepatacodo@earcos.org after you have registered and paid for the course.

In this course, participants learn a powerful protocol for developing life-changing plans for students who need support. You will work in interdisciplinary teams to develop intervention plans that include measurable goals, research-based strategies, and a method to measure progress. You will learn to use “goal attainment scaling” as a way to measure and communicate progress on all types of goals, including both academic and social-emotional. The plans you develop are practical and designed to be incorporated into everyday lesson and unit planning. You will leave this workshop empowered with self-efficacy as individuals, collective self-efficacy as teams, and armed with a new method for planning to ensure the success of every student. This course is based on the ASCD book, From Goals to Growth: Intervention and Support in Every Classroom (2018). You will leave with intervention plans that can be immediately implemented and used to measure progress.

The course meets on Zoom twice, Saturday mornings from 8:00am-noon, Hong Kong Time, on March 19 and March 26.

Participants may complete the course and corresponding assignments (creating three learning plans) for 3 credits from San Diego State University for an extra fee of $390. Click here to register for EDL 630.

IDENTITY AND ROLE
In this module, we discuss the roles of classroom teachers, learning support teachers, and specialists in designing and implementing intervention and learning plans.

DETERMINING PRIORITIES
In this module, participants work in triads to discuss a student's priorities, strengths, needs, and unique traits that make them who they are. We identify priorities for intervention or support.

IDENTIFYING STRATEGIES
In this module, triads continue to work together to identify strategies using a Q-sort method. Triads round- robin to learn from other teams and contribute to the interdisciplinary problem-solving process for multiple students.

GOAL ATTAINMENT SCALING
In this module, participants will learn to use Goal Attainment Scaling to create learning progressions for the priorities they selected and use the Goal Attainment Scales to measure progress. Triads will complete the scales for each student they selected.

1. Your Students, My Students, OUR Students

2. MTSS and RTIi in Inclusive Schools

3. From Goals to Growth: Intervention and Progress Monitoring

4. Supporting Families in Inclusive Schools

5. Coaching and Consultation in Inclusive Schools

6. Supporting Students' High Abilities

7. Organizational Change in Inclusive Schools