This is the Day 6 team training for the Competent Learner Model. Topics that will be covered are: assessment to IEP development and Functional Behavior Assessment - challenging behavior. Objectives: Participants will: Formulate a plan using the CLRA's to create a Learner Profile Use the Learner Profile to develop IEP goals Review the process for conducting a Functional Behavior Assessment for learners with challenging behaviors

Workshop presentation on identification, assessment and intervention for executive function difficulties related to academic and behavior problems.

This workshop will be hands on with participants learning the advanced features of Boardmaker Version 6 including using the Mayer-Johnson Web site and others for free templates and additional symbols, new features in Boardmaker 6, creating custom symbol sets, changing the background, button colors and more advanced digital images uses. This activity is for the classroom teachers, occupational therapists, speech language pathologists, physical therapists, and paraprofessionals who already have knowledge of basic Boardmaker functions such as making a button, making a communication board and using templates. Please do not schedule both the beginner session and intermediate session in the same day, if you are new to Boardmaker or to computer use.

This workshop will be hands on with participants being introduced to the BASIC features of Boardmaker Version 6 including how to make a button, how to use the symbol finder, making a communication board, and saving new symbols to the finder. This session is an entry level course. In addition to those highlighted, the presenter will take questions and adapt the course for attendee’s needs. Boardmaker is a computer program that provides this augmentative or alternative means. This activity is for the classroom teachers, occupational therapists, speech language pathologists, physical therapists, and paraprofessionals.

According to America’s Mental Health Survey” (National Mental Health Association, 2001), one in five Americans live with a mental health disorder in any particular year and half of those living with severe mental illness received no treatment in the last 12 months. With the current economic crisis, personnel returning from the wars in Iraq and Afghanistan, as well as overwhelming stresses on families, the prevalence of mental health issues in our area will increase, Therefore, the probability that a resident in our region will have contact with someone (a family member, co-worker, or friend), experiencing a mental health problem, is very high. However, most people in the region do not have the knowledge or skill to respond quickly and respectfully to a person experiencing a mental health problem. Mental Health First Aid, similar to CPR, helps a non-professional assist an individual in crisis until professional help is received. Its goal is to increase mental health literacy in the general public. MHACR’s objective is to train a variety of populations in Mental Health First Aid. Through our training programs, individuals will become familiar with techniques to quickly and appropriately assess situations. Once assessments are made, potential interventions are considered and the First Aider can then connect the individual in crisis with resources available in our region. Training Includes: Learning risk factors and warning signs of specific illnesses such as anxiety, depression, psychosis and addiction. Increasing understanding of the impact of the illness. Receive information on evidence supported treatment programs and alternatives. Practicing the intervention strategy rather than just learning about it.

This is the quarterly meeting of the Middle School Principals.

Discover the State Police Academy while you learn about the organization, recruiting, outreach for youth, the wide variety of careers with the State Police and training involved. A tour is included. *There is no fee for member districts; however, registration for individuals from any district that is not a member of the Partnership, the fee is $125 per session.

This session will define the term Social Thinking. A brief description of skill deficits associated with impaired social thinking will be presented. Practical strategies to facilitate Social Thinking and promote generalization in the classroom setting will be presented.

The Capital Area Intermediate Unit will again host 4 ESL Networking sessions for the 2009-2010 school year. The Networking sessions are open to any and all educators working with English language learners (Ells) and to those who are interested in ESL issues and strategies.Our first session is scheduled for October 15th 2009. An agenda will be sent out closer to the meeting. These sessions are no charge for those districts in the Title III Consortium through the CAIU. For those districts not in the consortium there is a minimum fee of $10.00

This training will focus on the resources available on the SAS portal. Participants will learn how to navigate this new online resource and access the various tools that are a part of the SAS portal.

A workshop to assist LEAs in ensuring PIMS data accurately reflects a snapshot of the LEA during the PSSA testing window and an explanation of how the PIMS data affects AYP - help ensure the quality of the LEA's PIMS data and to provide an understanding of how PIMS data affects AYP.

A workshop to assist LEAs in ensuring PIMS data accurately reflects a snapshot of the LEA during the PSSA testing window and an explanation of how the PIMS data affects AYP - help ensure the quality of the LEA's PIMS data and to provide an understanding of how PIMS data affects AYP.

It is important to our students, our workforce and our communities that we all understand and participate in the integration of the PA Career Education and Work Standards in our schools. “Entrepreneurship” is one of the four major strands. We will work together to help students “think entrepreneurially” and “understand what it takes to own and operate a business.” *Fee only for non-member districts -$275/person.

The Wilson Intervention Workshop is a 15-hour workshop (March 24, 25 & 26, 2010) that provides the practice and guidance needed to effectively begin implementing the Wilson Reading System in our Intervention Model Setting. The Intervention Model targets students who are reading or spelling below grade level, and is implemented in small groups and reading classes in the special education classroom, after-school programs, literacy and adult education settings. The workshop introduces the general program concepts and provides instruction in the lesson plan format targeted for a group setting. This Intervention Workshop is the beginning point for teachers to begin their Wilson training. The Intervention Workshop fulfills the prerequisite requirements for all other WRS professional development and entrance into the Wilson Academy. Participants should bring materials that are included in the Wilson Starter Kit if possible. Visit wilsonlanguage.com>Wilson Reading System>catalog>WRS material descriptions for information on the Starter Kit and to order materials

WordFest 2010 celebrates writers and teachers helping others as they write and teach writing. Sponsored by the Capital Area Writing Project, this semiannual conference is open to all educators and friends of writing. National Writing Project Fellows will spark your personal interest in writing and help you improve your students' literacy by sharing a variety of workshops from which you may select two to attend. Based on best practices, each program includes activities that teachers and literacy coaches can adapt for all grade levels and content areas. For more information and pre-registration for sessions, contact Bob Hamera at hamerar@udasd.k12.pa.us or the Capital Area Writing Project at 717.949.6383. Please visit the writing project's website at http://citl.hbg.psu.edu/cawp/ for a complete description of our WordFest conference. Registration for sessions occurs between 5:00 and 5:30 p.m. in the Susquehanna Room. Attendance at each session will be closed as each program reaches its quota.

In this 2 credit course for ESL Program Specialist certificate, participants will examine socio-linguistic aspects of U.S. and world cultures, sources of cross-cultural conflict, and approaches to cross-cultural conflict resolution as they relate to K-12 settings, their communities and the communities in which they teach. Participants will be able to categorize and distinguish cultural/linguistic components of certain language minority groups by making application of the models discussed in class. Participants will be able to categorize and distinguish cultural and linguistic components of certain ethnic and language minority groups according to models presented in class. Participants will be able to describe the distinguishing characteristics in language and in the dominant U.S. culture, as well as those of others. Through participation in in-class experiential activities, participants will reflect on and discuss issues related to cultural behaviors, beliefs and attitudes on the educational process. Participants will also demonstrate knowledge of current methods and techniques, based on recognized principles of teaching English as a Second Language (ESL), in working with culturally and linguistically diverse participants/ families. Finally, participants will demonstrate knowledge of the various teaching approaches that promote equity among linguistically and culturally diverse populations. Shippensburg University and the Capital Area Intermediate have partnered to provide graduate credit opportunities for students registered for the ESL courses at the CAIU. If you are taking this course for Shippensburg credit please register but send no payment - you will pay(check/credit card) to Shippensburg the first day of the course. If you are taking this course from Shippensburg University, please keep in mind that you will be required to complete additional requirements beyond participants not seeking graduate credits from Shippensburg.

During this workshop, participants will be introduced to inquiry science through Science Companion®, a hands-on elementary science program created by the founding authors of Everyday Mathematics®. Participants will begin the session by reflecting on their own feelings about teaching science and their memories of how they learned science in their young years. They’ll be introduced to the philosophy underlying inquiry approaches to science instruction. Then they will participate in a model inquiry-based lesson. By experiencing some “best practices” first-hand, they’ll be ready to engage in a further discussion of instructional approaches that nurture the child scientists in their classrooms. Participants will also learn about Science Companion’s exciting new online pilot for 2010, in which they can try out Science Companion lessons in their own classrooms.

Participants will brainstorm and create activities with the support of the Dynavox Products representative and CAIU AT consultants to teach communication/academics through use of the Dynavox products. Participants will discuss how to develop student’s language abilities across time and build fluency in navigating, social communication, and developing sentences through interactive activities with the Dynavox. Basic knowledge of Dynavox programming and features is required. Participants are asked to bring their student’s device to the training.

See a food production area making Frappuccinos. Learn about the industry, the company and specific hiring policies. *There is no fee for member districts; however, registration for individuals from any district that is not a member of the Partnership, the fee is $125 per session.

This is the fifth in a series of six CLM coaches' networking meetings. This meeting will be a small group discussion centered around a variety of coaching topics related to the CLM.

Learn from students and professionals how they connect the arts and city resources to address the range of career options in arts and communications. *There is no fee for member districts; however, registration for individuals from any district that is not a member of the Partnership, the fee is $125 per session.

Experience the Understanding Learning and Learners workshop: Expert All Kinds of Minds facilitators—teachers and educators like you—will guide your learning experience to identify valuable links between All Kinds of Minds and the initiatives already in place in your school. We’ve designed this six-hour workshop to meet National Staff Development Council standards, so this experience meets the expectations you have for quality professional development. Together, we will focus on: • An introduction to All Kinds of Minds’ philosophy, content, processes, and tools. • General overview of how the mind functions in day-to-day classroom demands and tasks through interactive participant discussions and activities. • Analysis of the learning demands of curriculum content and instructional practice. • Case study-based practice in making observations about a struggling student, forming a hypothesis on the learning profile, and developing a management plan to address what you’ve discovered. • Networking opportunities with K-12 colleagues during the workshop, a feature that research shows supports the likelihood of sustained implementation and effectiveness of professional development programs.

CART meetings provide an open forum for agency updates & district issues related to secondary transition. Related topics & resources of interest are also addressed. Monthly transition council meetings are open to local District Transition Coordinators, designated IU Consultants/ Vocational Staff, and Agency Representatives from Cumberland, Dauphin, Perry & Northern York Counties. Optional brown bag networking lunch is available from 12-12:30pm, preceding the actual council meeting which begins @ 12:30 pm.

This informational session will highlight the importance of including sexuality education in a comprehensive educational program. The presenters will highlight the rationale for this type of instruction as well as methods, materials and delivery of content within a classroom environment. Team members included in the delivery and support of this type of programming include an Autism Support teacher, Health education instructor as well as an Occupational Therapist and Speech Therapist.

Students come to us with a variety of backgrounds and at diverse levels of language acquisition, it is important for ESL teachers to have the knowledge and skills necessary to create and implement a developmentally appropriate curricular program for all students. Upon completion of this course, teachers will be expected to be able to: design and implement an ESL program tailored to meet the needs of each student. Participants will be able to identify appropriate materials and resources to be used with children at each level of English Proficiency.Competencies: 1. Participants will be able to assist ELLs in the process of acquiring English and cognitive academic language skills. 2. Participants will be able to select and design teaching resources for ELLs according to their language proficiency, native language development and literacy development. 3. Participants will be able to develop, implement, and evaluate a variety of curricular and instructional activities for diverse ELLs. Shippensburg University and the Capital Area Intermediate have partnered to provide graduate credit opportunities for students registered for the ESL courses at the CAIU. If you are taking this course for Shippensburg credit please register but send no payment - you will pay(check/credit card) to Shippensburg the first day of the course at the CAIU. If you are taking this course from Shippensburg University, please keep in mind that you will be required to complete additional requirements beyond participants not seeking graduate credits from Shippensburg. If you are taking this course as a Continuing Professional Education Credit (CPE) please register and pay (or invoice) the CAIU.

Instructional Coaching 101, PLN 1 - introduction, Advanced Coaching, PLN - Curriculum backmapping, Literacy, Gathering and Using Data, Web 2.0 and Formative Assessment, etc.

The Capital Area Intermediate Unit will again host 4 ESL Networking sessions for the 2009-2010 school year. The Networking sessions are open to any and all educators working with English language learners (Ells) and to those who are interested in ESL issues and strategies.Our first session is scheduled for October 15th 2009. An agenda will be sent out closer to the meeting. These sessions are no charge for those districts in the Title III Consortium through the CAIU. For those districts not in the consortium there is a minimum fee of $10.00

This course is designed to meet the requirements for the ESL Program Specialist certification process in the area of instructional materials and strategies. Competencies that will be developed will be: *Knowledge of methods, strategies, research, and resources that address the educational needs of ELLs in their learning process, including the use of computer technology *Knowledge and application of a variety of currently accepted, research based ESL instructional methods and strategies to meet specific instructional needs of ELLs *Knowledge of instructional adaptations/modifications to assist ELLs in the regular classroom *Knowledge to use meaningful instructional strategies that support the ELL/students culture and acculturation process *Knowledge of teaching strategies and resources that promotes multi-cultural information through various curricula * Knowledge to adapt classroom activities/procedures and assessment to maximize second language acquisitions and learning, including working collaboratively in small groups. Shippensburg University and the Capital Area Intermediate have partnered to provide graduate credit opportunities for students registered for the ESL courses at the CAIU. If you are taking this course for Shippensburg credit please register but send no payment - you will pay(check/credit card) to Shippensburg the first day of the course at the CAIU. If you are taking this course from Shippensburg University, please keep in mind that you will be required to complete additional requirements beyond participants not seeking graduate credits from Shippensburg. If you are taking this course as a Continuing Professional Education Credit (CPE) please register and pay (or invoice) the CAIU.

On-going professional development for instructional coaches enrolled in the PIIC initiative

Network session for anyone interested in engaging in professional development in mathematics.

During this two hour session particpants will be introduced to the forms and processes of GIEP development.

This session will outline how adults living with an Autism Spectrum Disorder can get needed services. The services are designed to help adults living with Autism be as independent as possible and be involved in community life. The services are also intended to improve social skills and help families and/or caregivers who support adults living with Autism.

This one-day refresher workshop is specially designed for participants who were trained in LF Strategies- version 6 two or more years ago. This session revisits how LEARNING-FOCUSED has combined the latest research on learning and exemplary practices into a framework designed to systematize the planning processes and professional practices. Acquisition level learning and extending thinking skills will be addressed. Version 7 includes a focus on assessment for learning through the use of assessment prompts. This session will provide participants with an introduction to the purpose and design of assessment prompts.

This is the sixth in a series of six CLM coaches' networking meetings. This meeting will be a small group discussion centered around a variety of coaching topics related to the CLM.

Opportunity for educators of the gifted to meet, discuss, and learn from each other about issues important to the education students who are gifted.

Assessment and Support for English Language Learners is a 3 Credit course designed to expand participants’ knowledge of effective assessment practices and support services available for English language learners. This course is part of the requirement for an ESL Program Specialist Certificate. In addition to effective assessment practices, purposes for assessment, multiple assessment models, use of evaluation techniques, scaffolding of assessments, and formal/informal assessment tools will be discussed. Participants will learn the availability of school support services to assist ELLs in language acquisition and content learning and ways to promote parental/family involvement with their children’s educational program. Participants will gain hands-on experience in test administration, interpretation, and reporting. Individualized Education Plans for ELLs identified as special education students will also be discussed. Shippensburg University and the Capital Area Intermediate have partnered to provide graduate credit opportunities for students registered for the ESL courses at the CAIU. If you are taking this course for Shippensburg credit please register but send no payment - you will pay(check/credit card) to Shippensburg the first day of the course. If you are taking this course from Shippensburg University, please keep in mind that you will be required to complete additional requirements beyond participants not seeking graduate credits from Shippensburg. If you are taking this course as a Continuing Professional Education Credit (CPE) please register and pay (or invoice) the CAIU. NOTE: Times vary...NOTE:Location-Northern York County SD - No refreshments will be served Dates are Mon. - Thurs. June 14, 15, 16, 17 & Wed. - Fri. June 23, 24, 25, 2010

This session will focus on giving participants information regarding accommodations, adaptations and modifications for reading instruction. It will also include worksheet and test modifications as well as organizational strategies (resources vs. memorization). In the afternoon, break out groups will collaborate on specific areas of need and designing their own materials; developing resources and strategies for their specific needs.Participants are encouraged to email specific questions they would like addresssed to skutz@caiu.org by May 21, 2010.

This session will provide the most current information regarding Asperger's Syndrome. Discussion will focus on incidence, discussion of the core deficits and detailed descriptions of characteristics that teacher/staff may see in the school setting.

This session will provide information for teachers working with students in non-public school settings who demonstrate challenges with Social Skills. Practical strategies will be discussed to aid with classroom management as well as to facilitate improved social skills for students.

This workshop will include practical and specific demonstrations on how to develop and implement effective behavior management strategies for unwanted behaviors in the classroom. Specific pro-active, active, and reactive behavior management strategies will be discussed. Participants will have the opportunity to develop a behavior matrix that includes not only descriptions of expected behavior, but also teacher responses and consequences for inappropriate behaviors in the classroom, which is an effective way to hold students accountable for their behavior.

Teachers will be provided with an overview of auditory and language processing that includes a brief description of how the brain processes auditory input. Characteristics of both auditory processing and language processing will be reviewed along with effective strategies and teacher modifications to address the needs of students with processing disorders.

This workshop will include practical and specific demonstrations on how to develop and implement effective behavior management strategies for unwanted behaviors in the classroom. Specific pro-active, active, and reactive behavior management strategies will be discussed. Participants will have the opportunity to develop a behavior matrix that includes not only descriptions of expected behavior, but also teacher responses and consequences for inappropriate behaviors in the classroom, which is an effective way to hold students accountable for their behavior.

The American Heart Association Heartsaver First Aid Course is designed to provide individuals with the critical life saving skills to care for a victim of illness or injury until EMS arrives. The course provides training in basic first aid procedures with the opportunity for training in adult and child CPR and the use of an automated external defibrillator (AED). Each student who successfully completes the Heartsaver CPR, First Aid and AED skills performance and written exam will receive a two-year course completion card. Participants must bring their lunch and dress appropriately for the hands-on activities.

Engaging all learners is a critical component of effective instruction and links to Learning Focused Strategies. In the workshop, participants will be learning a variety of techniques to engage all students and make learning come alive. In addition, time will be devoted to teaching the routines required for high levels of student participation.

This workshop is designed to increase awareness of the many uses of manipulatives in the elementary math class. A variety of manipulatives will be described, demonstrated and used. Primary focus will be on how to integrate the hands-on materials in math class, addressing a variety of learning levels, learning styles and exceptionalities---- Each participant will receive classroom sets of the seven different manipulatives and resource books that accompany the manipulatives. At the conclusion of the three days, each participant will be able to answer the following essential questions: • What are manipulatives? • When should manipulatives be used? • How can each of the manipulatives be effectively used in math class, working toward improving math achievement for every student? • How do you “train” students to use them?

Safe Crisis Management training increases staff confidence in potentially dangerous situations, reduces the number and severity of physical encounters, reduces injury, and increases staff ability to cope with aggressive behavior in a way that does not lead to recurrence of physical aggression. Only certified SCM personnel will be authorized to use Safe Crisis Management Techniques.

This training will allow treatment staff to understand the key points in developing a treatment plan that incorporates DPW's best practice concepts. Focus will be on goal development and prevention plans

These sessions are designed to provide instruction and training in content areas identified as critical for obtaining Qualified status as defined by IDEA 2004 and Chapter 14. Content areas include an Overview of Special Education, Roles and Responsibilities of Paraprofessionals, Assistive Technology, Reading, Writing, Math, and Understanding Behavior. At the conclusion of the three-day training series, participants will be required to complete local assessment tool and receive a passing score in order to gain Qualified Status. Training dates are 6/22/10, 6/23/10, 6/24/10.

These sessions are designed to provide instruction and training in content areas identified as critical for obtaining Qualified status as defined by IDEA 2004 and Chapter 14. Content areas include an Overview of Special Education, Roles and Responsibilities of Paraprofessionals, Assistive Technology, Reading, Writing, Math, and Understanding Behavior. At the conclusion of the three-day training series, participants will be required to complete local assessment tool and receive a passing score in order to gain Qualified Status. Training dates are 6/22/10, 6/23/10, 6/24/10.

Trauma can activate systems in the brain that change neuron response and cognitive pathways. Children who experience high levels of arousal due to trauma will develop systems in their brains that can result in severe problems later in learning disability, mood, bonding, and attachment, and problem-solving. This program offers suggestions for avoiding and dealing with damage to the brain and emotional trauma.

This workshop examines the ways in which we use ourselves to provide psycho-education and present tools to enrich our relationships as well. Practitioners in the behavioral healthcare filed are also educators. When we provide information about disorders, resources, and other matters, we are performing a useful function that helps the others look at their life circumstances or support others.

Individuals with weak concept imagery have difficulty with reading comprehension, critical thinking, and may not easily follow directions or connect to conversations. They may also have difficulty expressing ideas in an organized manner. Visualizing and Verbalizing for Language Comprehension and Thinking ® successfully stimulates concept imagery. Individuals become able to image gestalts which include color, and even movement. This improves their language comprehension, reasoning for critical thinking, and expressive language skills. Participants will learn how to use these techniques to improve students reading comprehension skills. Capital Area Intermediate Unit is NOT Lindamood-Bell Learning Processes nor is it affiliated with, certified, endorsed, licensed, monitored or sponsored by Lindamood-Bell, Nanci Bell, Phyllis Lindamood or Pat Lindamood. Lindamood-Bell – an international organization creating and implementing unique instructional methods and programs for quality intervention to advance language and literacy skills – in no way endorses or monitors the services provided by Capital Area Intermediate Unit.

The effects of family structure and how it impacts a child's development; psychologically, socially, emotionally, and educationally will be discussed.

Safe Crisis Management training increases staff awareness of the benefits of a well organized structured setting and the use of preventative techniques. SCM raises confidence in assessing potentially dangerous situations and how to use effective strategies to intervene and reduce the number and severity of physical encounters, minimize the risk of injury, and increase staff ability to cope with aggressive behavior in a way that promotes safety when a situation is critical and physical intervention is necessary. Only certified SCM personnel will be authorized to used Safe Crisis Management Techniques. (THIS SESSION IS FOR THOSE WHO ARE CURRENTLY SCM CERTIFIED.)

Safe Crisis Management training increases staff awareness of the benefits of a well organized structured setting and the use of preventative techniques. SCM raises confidence in assessing potentially dangerous situations and how to use effective strategies to intervene and reduce the number and severity of physical encounters, minimize the risk of injury, and increase staff ability to cope with aggressive behavior in a way that promotes safety when a situation is critical and physical intervention is necessary. Only certified SCM personnel will be authorized to used Safe Crisis Management Techniques. (THIS SESSION IS FOR THOSE WHO ARE CURRENTLY SCM CERTIFIED.)

Safe Crisis Management training increases staff confidence in potentially dangerous situations, reduces the number and severity of physical encounters, reduces injury, and increases staff ability to cope with aggressive behavior in a way that does not lead to recurrence of physical aggression. Only certified SCM personnel will be authorized to use Safe Crisis Management Techniques.

Safety Care Behavioral Re-certification Training will review the competency-based behavioral safety training program. This one day session is designed to facilitate safe and therapeutic interactions between students and teachers working in an educational setting. Safety-Care provides strategies for preventing and safely managing behavioral challenges with respect and compassion. The program is based upon an applied behavior analytic paradigm in every component, with every technique. Guided by the principle of incompatibility, Safety-Care first focuses on training reinforcement-based strategies, teaching participants to proactively and positively engage clients in behaviors that are incompatible with anger and aggression. Participants will also complete a written test and skills assessment. Registration begins at 7:30 AM.and will run from 8:00 to 4:00. Participants must be present for the entire one-day session in order to assure re-certification. A working lunch is scheduled for this session, the option for ordering pizza is available or participants may pack their lunch. The training includes active involvement in the use of de-escalation and crisis intervention strategies, please dress appropriately.

Safety Care Behavioral Re-certification Training will review the competency-based behavioral safety training program. This one day session is designed to facilitate safe and therapeutic interactions between students and teachers working in an educational setting. Safety-Care provides strategies for preventing and safely managing behavioral challenges with respect and compassion. The program is based upon an applied behavior analytic paradigm in every component, with every technique. Guided by the principle of incompatibility, Safety-Care first focuses on training reinforcement-based strategies, teaching participants to proactively and positively engage clients in behaviors that are incompatible with anger and aggression. Participants will also complete a written test and skills assessment. Registration begins at 7:30 AM.and will run from 8:00 to 4:00. Participants must be present for the entire one-day session in order to assure re-certification. A working lunch is scheduled for this session, the option for ordering pizza is available or participants may pack their lunch. The training includes active involvement in the use of de-escalation and crisis intervention strategies, please dress appropriately.

"I have a nonverbal student in my class. What do I do?' "We just received an AAC device for my student. How do I teach it? How do we use it in the classroom?" This two-day training is designed for all staff (teachers, SLPs, occupational therapists, physical therapists, EPPs) that support students who are nonverbal or require the use of augmentative and alternative communication (AAC) systems. Research has indicated that communication partners (e.g., parents, staff and friends) have the greatest impact on a child’s communication development and use of augmentative and alternative communication (AAC) (i.e., picture symbols, cued speech, sign language, communication devices) to become an effective communicator. Participants will learn basic concepts of AAC; discuss myths and facts concerning AAC; review strategies for device set-up and implementation; discuss the progression of developing an AAC system for a student; and consider how to utilize AAC in the most effective ways to directly impact student's success in the classroom and in life. This training was formally titled "Implementation and AAC". If you have attended the one day "Being an Effective communication Partner Training" or "Implementation and AAC", this training is repeated information.

According to America’s Mental Health Survey” (National Mental Health Association, 2001), one in five Americans live with a mental health disorder in any particular year and half of those living with severe mental illness received no treatment in the last 12 months. With the current economic crisis, personnel returning from the wars in Iraq and Afghanistan, as well as overwhelming stresses on families, the prevalence of mental health issues in our area will increase, Therefore, the probability that a resident in our region will have contact with someone (a family member, co-worker, or friend), experiencing a mental health problem, is very high. However, most people in the region do not have the knowledge or skill to respond quickly and respectfully to a person experiencing a mental health problem. Mental Health First Aid, similar to CPR, helps a non-professional assist an individual in crisis until professional help is received. Its goal is to increase mental health literacy in the general public. MHACR’s objective is to train a variety of populations in Mental Health First Aid. Through our training programs, individuals will become familiar with techniques to quickly and appropriately assess situations. Once assessments are made, potential interventions are considered and the First Aider can then connect the individual in crisis with resources available in our region. Training Includes: Learning risk factors and warning signs of specific illnesses such as anxiety, depression, psychosis and addiction. Increasing understanding of the impact of the illness. Receive information on evidence supported treatment programs and alternatives. Practicing the intervention strategy rather than just learning about it.

Safe Crisis Management training increases staff confidence in potentially dangerous situations, reduces the number and severity of physical encounters, reduces injury, and increases staff ability to cope with aggressive behavior in a way that does not lead to recurrence of physical aggression. Only certified SCM personnel will be authorized to use Safe Crisis Management Techniques.

This training reviews the major tasks for each age and stage of human development; from infancy to late in life, and the ways that developmental disruptions may interact with specific disorders. Those working in the helping field developing therapeutic relationships with persons having a mental health disorder should have an understanding of the developmental tasks of their clients.

The first half of the training session will review those disorders being first diagnosed in infancy, childhood, or adolescence, in terms of symptom patterns, current interventions, and risk levels for co-occurring disorders. The second half of the day will include a review of the major categories of psychotropic medications used with children/adolescents discussing the risks, benefits and side effects of these classes of medications. Medications associated with the more commonly diagnosed disorders of childhood and adolescence are highlighted. Issues regarding medication refusal or irregular use are also discussed in terms of educating youth, family members, and significant others, and in working with treatment teams.

An important part of development for children , according to the experts, is to “provide playspace, playmates, and playtime. Children need unstructured time and opportunities to play alone, with other children, and with their fathers and mothers". This program will discuss the many ways in which play affects the social, emotional, and cognitive growth of children from birth through age eight, years crucial to their development. This workshop will also offer information on how teachers and therapists can incorporate play to foster development at any age.

Safe Crisis Management training increases staff awareness of the benefits of a well organized structured setting and the use of preventative techniques. SCM raises confidence in assessing potentially dangerous situations and how to use effective strategies to intervene and reduce the number and severity of physical encounters, minimize the risk of injury, and increase staff ability to cope with aggressive behavior in a way that promotes safety when a situation is critical and physical intervention is necessary. Only certified SCM personnel will be authorized to used Safe Crisis Management Techniques. (THIS SESSION IS FOR THOSE WHO ARE CURRENTLY SCM CERTIFIED.)

Our work life is riddled with stress but this afternoon we will learn how to take care of ourselves and our staff so we can take care of our employees. When we walk out of this room today we will have developed the tools necessary to manage our stress, immediately change from a state of depression to one of happiness, hope and productivity while learning how to hire and retain motivated staff and improve our time management and organizational skills,: but perhaps most important of all, we will learn about the magical benefits of incorporating humor in our lives. For the past 15 years, our speaker, armed with a masters degree in physiology and a degree in health education has worked with groups as diverse as Physicians, Pharmacists, Healthcare Professionals, School Business Officials, Accountants, Dietitians, Attorneys, Superintendents, Teachers, Food Service Professionals, the National Institutes of Health, Mayo Clinic, appeared on the Food Channel and Dangerfield’s Comedy Club, worked with Nurses, Foster Parents, PTA, Hospitals, Church Groups, Synagogues and even Burglar Alarm Installers, combining the two diverse worlds of comedy and education. We are pleased to introduce Joel Weintraub.

The Wilson Intervention Workshop is a 15-hour workshop (Aug. 10,11 & 12, 2010) that provides the practice and guidance needed to effectively begin implementing the Wilson Reading System in our Intervention Model Setting. The Intervention Model targets students who are reading or spelling below grade level, and is implemented in small groups and reading classes in the special education classroom, after-school programs, literacy and adult education settings. The workshop introduces the general program concepts and provides instruction in the lesson plan format targeted for a group setting. This Intervention Workshop is the beginning point for teachers to begin their Wilson training. The Intervention Workshop fulfills the prerequisite requirements for all other WRS professional development and entrance into the Wilson Academy. Participants should bring materials that are included in the Wilson Starter Kit if possible. Visit wilsonlanguage.com>Wilson Reading System>catalog>WRS material descriptions for information on the Starter Kit and to order materials.

A robust training that includes the following topic areas: Essential Components of Reading Instruction for Pareducators, Writing Skills for Paraeducators, Effective Instruction in Math for Paraeducators, Assistive Technology: An Awareness Level Training for Paraeducators, Classroom Behavior Management for Paraeducators, Understanding Special Education: The Roles and Responsibilities of Paraeducators, Diversity In Our Classrooms (*Course descriptions available). The assessment will be administered the afternoon of the third day.

Safety Care is a competency based behavioral safety training program designed to facilitate safe and therapeutic interactions between students and teachers working in educational settings. Safety Care provides strategies for preventing and safely managing behavioral challenges with respect and compassion. The program is based upon an applied behavior analytic paradigm in every component, with every technique. Safety Care first focuses on training reinforcement-based strategies, teaching participants to proactively and positively engage clients in behaviors that are incompatible with anger and aggression. Registration begins at 7:45 AM. Sessions run from 8:00 to 5:00. Participants must be present for the entire two-day session in order to assure certification. Working lunches are scheduled for both days, the option for ordering pizza is available or participants may pack their lunch. Both days of the training include active involvement in the use of de-escalation and crisis intervention strategies, please dress appropriately

The American Heart Association Heartsaver First Aid Course is designed to provide individuals with the critical life saving skills to care for a victim of illness or injury until EMS arrives. The course provides training in basic first aid procedures with the opportunity for training in adult and child CPR and the use of an automated external defibrillator (AED). Each student who successfully completes the Heartsaver CPR, First Aid and AED skills performance and written exam will receive a two-year course completion card. Participants must bring their lunch and dress appropriately for the hands-on activities.

Safety Care Behavioral Re-certification Training will review the competency-based behavioral safety training program. This one day session is designed to facilitate safe and therapeutic interactions between students and teachers working in an educational setting. Safety-Care provides strategies for preventing and safely managing behavioral challenges with respect and compassion. The program is based upon an applied behavior analytic paradigm in every component, with every technique. Guided by the principle of incompatibility, Safety-Care first focuses on training reinforcement-based strategies, teaching participants to proactively and positively engage clients in behaviors that are incompatible with anger and aggression. Participants will also complete a written test and skills assessment. Registration begins at 7:30 AM.and will run from 8:00 to 4:00. Participants must be present for the entire one-day session in order to assure re-certification. A working lunch is scheduled for this session, the option for ordering pizza is available or participants may pack their lunch. The training includes active involvement in the use of de-escalation and crisis intervention strategies, please dress appropriately.

Safety Care is a competency based behavioral safety training program designed to facilitate safe and therapeutic interactions between students and teachers working in educational settings. Safety Care provides strategies for preventing and safely managing behavioral challenges with respect and compassion. The program is based upon an applied behavior analytic paradigm in every component, with every technique. Safety Care first focuses on training reinforcement-based strategies, teaching participants to proactively and positively engage clients in behaviors that are incompatible with anger and aggression. Registration begins at 7:45 AM. Sessions run from 8:00 to 5:00. Participants must be present for the entire two-day session in order to assure certification. Working lunches are scheduled for both days, the option for ordering pizza is available or participants may pack their lunch. Both days of the training include active involvement in the use of de-escalation and crisis intervention strategies, please dress appropriately