Area 1: Professional Meetings: 50+ hours
I have included more than 50 hours as I was not sure if all of the workshops would be accepted by the NCED board.
â€¢ 1 hour: 3-9-10, Gloucester Township Public Schools: â€œMaking the Most of the I and RS Meetingâ€
This workshop gave suggestions for keeping the I and RS meeting â€œon track.â€ This included best practices. Case management duties were discussed including the need for preparation prior to presentation at the meeting. The presenter indicated the type of information that needs to be presented and discussed at the meeting. The importance of having a time keeper was emphasized.
â€¢ 5 hours: 10-8-10, Rowan University (Bridgeport hotel site): â€œAnnual Symposium for Learning Consultantsâ€
The annual symposium includes a keynote speaker and two workshop sessions. Just as important, however, is the ability to spend time with other LDs and share information. One of the sessions attended was an in-depth look at scoring the Written Expression subtest on the WIAT-III.
â€¢ 3 hours: 4-1-11, EIRC, Mullica Hill: â€œEducating the Educators: A Program Designed to Help Educators Understand Children with Biologically Based Mental Illnessâ€
This workshop explained various mental/emotional disorders. It provided strategies for working with students in the classroom and for helping parents.
â€¢ 4.5 hours: 11-9-11, Gloucester Township Public Schools: â€œPeer Pressure and Social Skillsâ€
This workshop gave information to help identify students showing warning signs of peer pressure. It indicated how this affects students. Strategies and interventions were discussed.
â€¢ 3.5 hours: 9-4-12, Gloucester Township Public Schools: â€œSuicide Prevention and the Relationship Between the Risk of Suicide and Incidents of Harassment, Intimidation, and Bullyingâ€
The focus was on recognizing warning signs and causes of suicides. Prevention strategies were discussed. Ties between risk of suicide and bullying were studied.
â€¢ 2 hours: 11-15-12, CCCEA Office, Voorhees, NJ: â€œAutism: Applying Useful Techniques and Instructional Strategies to Maximize Learningâ€
Common features of Autism were presented. It then went into issues for school personnel in working with students with Autism. Strategies for working with students with Autism were discussed.
â€¢ 1.5 hours: 4-3-13, Washington Twp., NJ: â€œHI-STEP Summer Social Skills Program: Fun, Learning, and Evidence-Basedâ€
This session discussed the characteristics of students who attend this camp. An in-depth look at the curriculum and activities was presented. Contact information was provided in case a school district would want to send a student to the summer program.
â€¢ 2 hours: 10-3-13, Gloucester Township Public Schools: â€œWonder Works Trainingâ€
The scope and sequence of the Wonder Works reading program was presented. Teaching strategies and individualization were discussed. Assessments provided within the program were presented.
â€¢ 5 hours: 10-28-13, Stockton College: â€œIntervention and Referral Services One Day Team Trainingâ€
This workshop was intended to help the I and RS team work together. The presenter indicated the type of information that needs to be presented and discussed at the meeting. The importance of having a time keeper was emphasized. It was emphasized that the team needs a set procedure for discussion of each student to make sure the strategy part of the meeting is not rushed.
â€¢ 3 hours: 11-5-13, Gloucester Township Public Schools: â€œBehavior Problems Resource Kit: Helping Teachers Manage Classroom Behaviorsâ€
Behavior intervention plans were discussed. Different interventions for different types of behaviors were presented. The 3-D Approach to working on social skills was presented.
â€¢ 1.5 hours: 11-8-13, NJEA Convention, Atlantic City, NJ: â€œApplied Behavioral Analysis for Effective Behavior Managementâ€
ABA strategies were explained. Application of these strategies in the classroom were discussed. Strategies for different types of behaviors were presented.
â€¢ 2 hours: 11-8-13, NJEA Convention, Atlantic City, NJ: â€œCreating the Schools We Needâ€
Ideas for schools in the 21st century were presented. Use of computer technology and other tools for the classroom were discussed. Emphasis was placed on making schools engaging, caring, and relevant places of learning.
â€¢ 1.5 hours: 11-8-13, NJEA Convention, Atlantic City, NJ: â€œAutism and ABAâ€
This session presented ways to teach students with Autism. Strategies for the classroom were included. ABA strategies were included.
â€¢ 1.5 hours: 11-11-13, Gloucester Township Public Schools: â€œHot Topics in New
Special Education Compliance and Best Practices: Think Differentâ€¦Transforming How You Envision Goals and Objectivesâ€
This was a presentation from IEP Direct. It was mainly an introduction to a computer-based IEP program. The IEP was discussed along with directions and shortcuts. Time was spent discussing goals and objectives that are available through the program.
â€¢ 1 hour: 2-25-14, Online: â€œSix-Trait Writing: Next Steps for Continued Success (Grade 3 to 8)
The webinar discussed how to provide a writing strategy for students. The hope is that this would improve their writing.
â€¢ 1 hour: 10-29-14, Online: â€œLetâ€™s Get Them Writing!â€
The presenter was very enthusiastic about presenting her methods for encouraging students to write. It mostly involved using a magazine picture. Students would place four post-its on it. Students would draw a detail on each and later write a passage.
â€¢ 2 hours: 11-6-14, NJEA Convention, Atlantic City, NJ: â€œDyslexia: Itâ€™s Not Just About Readingâ€
This, for me, was a review of spotting signs of Dyslexia. The importance of this was discussed screening for Dyslexia is part of the law now. Strategies for intervening on early reading difficulties prior to them becoming severe problems was emphasized.
â€¢ 3 hours: 11-6-14, NJEA Convention, Atlantic City, NJ: â€œPhonemic Awareness and Rapid Naming: Foundations for Future Reading Successâ€
Differentiating between phonics and phonemic awareness was discussed. Effective ways to help students having difficulty with phonemic awareness were presented. Multi-sensory approaches were emphasized. Rapid Naming was discussed as an indicator of reading difficulties.
â€¢ 1.5 hours: 11-7-14, NJEA Convention, Atlantic City, NJ: â€œNuances of Working with the Danielson Model for Teacher Evaluationâ€
This model of teacher evaluation was presented. The different areas assessed through observation were explained. Individual components were identified and how to use them to improve instruction.
â€¢ 1 hour: 11-7-14, NJEA Convention, Atlantic City, NJ: â€œZero to Breakthroughâ€
This was an inspirational presentation intended for the adult audience. Some of the thoughts and ideas presented could also be modified and used with students. There was talk about how to take a setback or challenge and turn it into a success.
â€¢ 1.5 hours: 11-7-14, NJEA Convention, Atlantic City, NJ: â€œThe 4Cs + Differentiated Instruction = 21st-Century Learnersâ€
The four Cs are critical thinking, creativity, communication, and collaboration. The importance of these was discussed in reference to learning in the 21st century. This is a strategy that can be used to differentiate instruction and help students succeed.
â€¢ 1.5 hours: 11-7-14, NJEA Convention, Atlantic City, NJ: â€œHow Visual Processing Impacts Reading and Learningâ€
Rather than a discussion of academic difficulties due to learning problems, visual problems were discussed. Ways in which this affects studentsâ€™ attention and concentration were explained. Various demonstrations were used to help participants understand what may be happening with some students.
â€¢ 5 hours: 11-14-14, EIRC, Mullica Hill, NJ: â€œConcussion Managementâ€
This was a discussion of the definition of a concussion. After that, immediate and long-term effects were presented. The focus after that was on ways to help students who have had a concussion both in and out of school.
â€¢ 5 hours: 11-18-14, EIRC, Mullica Hill, NJ: â€œHelping Students Navigate Through Traumatic Eventsâ€
Students who go through traumatic events require extra care and help through the process. Usually, school performance will be affected. A plan for how to help them and strategies they can use were presented.
â€¢ 6 hours: 11-21-14, Westin Hotel, Mount Laurel, NJ: â€œ30 Function-Based Behavior Interventions for Severe Behaviorsâ€
This was an intense, informative workshop. Functional Behavioral Assessments were discussed, especially how to do them right (in the legal sense). Sample behavior plans were provided. Proper implementation of behavior plans was explained. Use of punishment was discussed.
â€¢ 1 hour: 12-10-14, Online: â€œThe Rise of Kindergarten Readiness Testingâ€
The main thing presented here was the Early Learning Assessment. This is an online assessment developed in Maryland. It measures six domains: Social Foundations, Language and Literacy, Math, Physical Well-Being and Motor Development, Science, and Social Studies. Rubrics are used and types of responses were discussed.
â€¢ 3 hours: 12-10-14, Stockton College: â€œ2015 PARCC Assessments for Grades 3 â€“ 5â€
The presenter first discussed how the PARCC has been, and continues to be, developed. At that point, he said that there may still be changes in the test prior to the spring of 2015. He explained how the Common Core Standards were used to develop the test.
â€¢ 5 hours: 12-16-14, EIRC, Mullica Hill, NJ: â€œSpicing up PARCCâ€
At this workshop, we went online to view sample PARCC items. Extensive instruction was provided on how to get students to â€œwrite moreâ€ when assigned to do a narrative. Clues were given as to certain things that will be looked for when PARCC writing assignments are assessed.
â€¢ 5 hours: 12-18-14, EIRC, Mullica Hill, NJ: â€œFor Co-Teach Teachers; Practical Strategies for a Highly Effective Co-Teach Modelâ€
First of all, different strategies for co-teaching were presented. They were defined as One Teach, One Observe; One Teach, One Assist; Station Teaching; Parallel Teaching; Supplemental Teaching; Alternative Teaching; and Team Teaching. Subjects were presented in which small groups came up with strategies for instruction. Discussion was also given to how to work with a co-teacher.
â€¢ 5 hours: 1-15-14, Camden County Technical School (through EIRC), Sicklerville, NJ: â€œRTI Classroom First Responder Seriesâ€
This mainly looked at behavioral interventions for students prior to being referred to Child Study Team. Behavioral plans and charts were discussed and presented. Time was given for collaboration in a small group when scenarios were presented to generate ideas.