Each Mini-Institute is comprised of two or three related single day workshops that are offered separately at the K-5 and 6-12 grade levels. Educators will sign up for one of the three groups offered at each grade level and attend all three dates listed for that group. The concept of the Mini-Institute builds upon the One Day Workshops from 2010-2012, and deepens the work around two specific instructional practices:
Collaborative Planning and Instruction: This Mini-Institute will support teachers, paraprofessionals, and other staff members to collaboratively plan and enact instruction for a full range of students where there is more than one adult working together in a classroom. This Mini-Institute will begin with an assessment of the strengths and preferences of each adult on the instructional team as well as ways to find time for collaborative planning (which includes effective communication, problem solving, and time management). Pyramid planning, backward planning, and utilizing related service providers (speech, OT, PT) will also be discussed. Part of this Mini-Institute will focus on how to support and encourage the engagement of children with IEPs in classroom activities, while simultaneously facilitating the students’ independence. We will discuss, model, and have participants learn how to identify when and how to create flexible and differentiated strategy groups for all children across various academic content areas to address students’ IEP goals. This Mini-Institute will cover techniques for documenting children’s learning, communication structures between paraprofessionals and teachers, and supporting the classroom management routines of the teacher.
Positive Behavior Supports: This Mini-Institute focuses on building inclusive, nurturing classroom environments with high expectations and is grounded in the assumption that when teachers facilitate the establishment of universally designed community expectations that are accepting of student differences, behavior management challenges are greatly reduced. Specifically, this Mini-Institute will emphasize strategies for creating a cohesive classroom of diverse learners, how to discuss and generate classroom expectations for classroom behavior, strategies for proactively preventing conflicts and behavior problems, and how to establish strong routines. We will also delve into classroom-wide problem solving, particularly regarding addressing IEP goals. Included in this are ways to utilize different methods for data collection (anecdotal recording, frequency counting, time sampling, and duration recording) as well as how to select an appropriate collection method, implement positive behavior support plans (classroom-wide and for individual students), evaluate the plans’ effectiveness, and, eventually, wean students from the plans. Considerable time will be spent assessing the lagging skills of youth that exhibit challenging behaviors and how to teach the skills they are lacking.
Assistive Technology: This two-day mini-Institute focuses on providing teachers, administrators, and supervisory personnel with a strong foundation in the use of assistive and educational technologies to address a broad array of student learning challenges. Attendees will explore the following aspects of technology integration in the classroom:
Day 1 (offered 3x), Day 2 (offered 3x and building on Day 1)
Please register for the Mini-Institutes on the
DOE intranet “Students with Disabilities” page: http://intranet.nycboe.net/SpecialPopulations/SpecialEd/default.htm.
NOTE: You must register for and attend all three dates listed for the Mini-Institute group that you've selected.
Project Services >