ENROLLMENT OPENS May 10, 2020 – Orientation to Special Education for Paraeducators (May 31 – Jun. 27, 2020)

This module is designed to provide a basic introduction to special education and the needs of students who have disabilities. The content consists of introductory material regarding legal and historical foundations of special education, human growth and development, the nature of disabilities, and an introduction to the basic human needs that paraeducators must address.

Created by the University of Colorado, Par2a Center.

15 Renewal Units

Enrollment opens May 10, 2020

ENROLLMENT OPENS Apr. 5, 2020 – Instructional Teamwork for Paraeducators (Apr. 26 – May 23, 2020)

This course is designed to help paraeducators work effectively on a team. The course consists of introductory material regarding teamwork, delineation of roles and responsibilities, classroom instruction, and behavior management. Can be taken by individual paras and teachers, but is most effective when teams take the course together.

Created by the University of Colorado, Par2a Center.

15 Renewal Units

Visit Instructional Teamwork for Paraeducators on the Teacher Learning Hub to enroll

ENROLLMENT OPENS Feb. 9, 2020 – Instructional Strategies for Paraeducators (Mar. 1 – Apr. 11, 2020)

Paraeducators must understand individual student needs for the particular level of support, the degree of accommodation or modification, and instructional method that would best facilitate learning. This course is designed to provide these instructional strategies for use in inclusive classrooms, resource rooms, and self-contained settings.

Created by the University of Colorado, Par2a Center.

Enrollment opens Feb. 9, 2020

20 OPI Renewal Units

Visit Instructional Strategies for Paraeducators on the Teacher Learning Hub to enroll

ENROLLMENT OPENS Dec. 20, 2019 – Orientation to Special Education for Paraeducators (Jan. 13 – Feb. 23, 2020)

This course is designed to provide a basic introduction to special education and the needs of students who have disabilities. The content consists of introductory material regarding legal and historical foundations of special education, human growth and development, the nature of disabilities, and an introduction to the basic human needs that paraeducators and educators must address.

Created by the University of Colorado, Par2a Center. Facilitated by Jenny Malloy, Park County Special Education Cooperative Director and Beckie Squires, Paraeducator Specialist

15 Renewal Units

Enrollment opens Dec. 20, 2019

Visit Orientation to Special Education for Paraeducators on the Teacher Learning Hub to enroll

Paraeducator Day with Shawna Heiser

A thorough presentation of positive behavioral interventions in a variety of environments will be presented to conference attendees. Discussion will center around types of behaviors; task avoidance, escape motivated, attention seeking, behaviors that produce sensory consequences, and the role motivation plays in behavioral success in many settings-school, home, and community. Children with a variety of differences will be thoroughly discussed. The paraprofessional audience will be able to apply the information presented through videos, activities, and examples of how to set up positive plans for the children in a variety of environmental settings immediately in their respective situations. The training will also contain discussions about setting limits that work and the application of positive interventions. We will examine the common pitfalls that sabotage behavioral intervention plans and what to avoid when wanting to make significant behavioral changes. Further discussions of how to implement 504 accommodations in a regular education setting will be detailed.

Throughout the presentation, the attendees will receive a vast amount of information on what seems to work best for the children and adolescents with the various disabilities, and how to set up positive behavioral supports and interventions for the individuals they are serving.

Learning Objectives: After attending this session, participants will

1. Identify why difficult behaviors are occurring, and what to do to change the inappropriate behaviors.

2. Gain knowledge about working with people with emotional and behavioral disabilities using positive behavioral interventions. Discussions about what strategies can be most effectively utilized with which types of disabilities.

3. Apply positive behavioral interventions to children and adolescents with Severe Emotional Disturbance to make permanent behavior changes.

How to Enroll: Visit the Paraeducator day with Shawna Heiser registration webpage

AAC & Proloquo2Go: How to Program for a Better Implementation and Outcome! (Great Falls, MT)

What is “best practice” for use of AAC (alternative augmentative communication) with a student? Attendees will receive information to confidently help individuals who rely on AAC. This session will provide attendees with the opportunity to learn the “ins and outs” of the iOS app, “Proloquo2Go” from www.assistiveware.com. Participants will learn to navigate the app, discover new features and practice programming the app. The group will review case studies and talk about specific student’s needs. Julie will share teaching strategies so that interactions with AAC/Proloquo2Go are enjoyable for the student, the family,  instructor, and staff.

Julie A. Doerner, M.S. CCC-SLP has been a nationally certified and state licensed Speech Language Pathologist (SLP) for 16 years and she currently works for the Confederated Salish & Kootenai Tribes of the Flathead Reservation Tribal Health. She serves all ages of patients, but works primarily with children attending Head Start preschool centers. Julie has worked as an SLP in public schools, private practice, rehab settings, and most recently at the University of Montana where she worked for the state assistive technology program, MonTECH, and the Department of Speech, Language, and Hearing Sciences. In that position her focus was on Augmentative Alternative Communication. Julie has been working with the Proloquo2Go app since 2012.

This training is FREE from the OPI Montana Autism Education Project. Six OPI renewal units will be available for this training. ASHA CEUs will not be available.

How to Enroll: Visit the AAC & Proloquo2Go conference website

AAC & Proloquo2Go: How to Program for a Better Implementation and Outcome! (Havre, MT)

What is “best practice” for use of AAC (alternative augmentative communication) with a student? Attendees will receive information to confidently help individuals who rely on AAC. This session will provide attendees with the opportunity to learn the “ins and outs” of the iOS app, “Proloquo2Go” from www.assistiveware.com. Participants will learn to navigate the app, discover new features and practice programming the app. The group will review case studies and talk about specific student’s needs. Julie will share teaching strategies so that interactions with AAC/Proloquo2Go are enjoyable for the student, the family,  instructor, and staff.

Julie A. Doerner, M.S. CCC-SLP has been a nationally certified and state licensed Speech Language Pathologist (SLP) for 16 years and she currently works for the Confederated Salish & Kootenai Tribes of the Flathead Reservation Tribal Health. She serves all ages of patients, but works primarily with children attending Head Start preschool centers. Julie has worked as an SLP in public schools, private practice, rehab settings, and most recently at the University of Montana where she worked for the state assistive technology program, MonTECH, and the Department of Speech, Language, and Hearing Sciences. In that position her focus was on Augmentative Alternative Communication. Julie has been working with the Proloquo2Go app since 2012.

This training is FREE from the OPI Montana Autism Education Project. Six OPI renewal units will be available for this training. ASHA CEUs will not be available.

How to Enroll: Visit the AAC & Proloquo2Go conference website

Meaningful Participation in Statewide Assessments

This training focuses on increasing educator knowledge about federal requirements and options for participation in statewide assessments through the lens of ensuring that students with disabilities are able to meaningfully participate in the assessments required under ESSA. This training will cover how meaningful participation can be accomplished through ensuring that students have appropriate accessibility supports and accommodations and that those supports are selected systematically, based on student need. This training would be suitable for districts and schools to improve participation rates and performance of students with disabilities in statewide assessments.

Audience: Special education teachers, special education directors, system test coordinators, principals, and superintendents

Objectives:

  • Describe the purpose of statewide assessments for federal accountability under ESSA.
  • Describe participation requirements for statewide assessments.
  • Describe participation options for students with disabilities in statewide assessments.
  • Identify the appropriate usage of data from statewide assessments.
  • Understand shifts in thinking about accessibility for statewide assessments from accommodation based to universal design for learning and supports for all students with accessibility needs.
  • Implement a systematic data-based decision-making process in the selection of accessibility supports for statewide assessments.
  • Identify supports and accommodations for statewide assessments that meet individual student needs and reflect the supports and accommodations provided to students in classroom instruction and assessments.
  • Ensure accessibility of instruction and assessments by aligning the implications, supplemental aids and services, and statewide assessment accommodations and supports sections of the IEP.
  • Describe accessibility supports for each statewide assessment (ACT, Smarter Balanced, MSAA, Science, ACCESSfor ELLs)
  • Describe and implement a process to ensure that the accommodations and supports documented in the IEP are provided to students on statewide assessments.
  • Describe and implement standardized administration of accommodated testing sessions including following test specific accommodation protocols (scribing, read aloud).

Presenter Info:

Yvonne Field is the Assessment and Accountability Specialist in the Student Support Services Division at the Office ofPublic Instruction. She has worked at the OPI for almost 7 years; first as the assessment specialist for the MontCASspecial population assessments (ACCESS for ELLs and the Multi State Alternate Assessment) and currently as the assessment and accessibility specialist. She has a background in post-secondary special education and taught special education in grades 3-5 in Charlotte Mecklenberg Schools in Charlotte, North Carolina.

How to Enroll: Visit the Meaningful Participation in Statewide Assessments registration website

Meaningful Participation in Statewide Assessments

This training focuses on increasing educator knowledge about federal requirements and options for participation in statewide assessments through the lens of ensuring that students with disabilities are able to meaningfully participate in the assessments required under ESSA. This training will cover how meaningful participation can be accomplished through ensuring that students have appropriate accessibility supports and accommodations and that those supports are selected systematically, based on student need. This training would be suitable for districts and schools to improve participation rates and performance of students with disabilities in statewide assessments.

About the presenter: Yvonne Field is the Assessment and Accountability Specialist in the Student Support Services Division at the Office of Public Instruction. She has worked at the OPI for almost 7 years; first as the assessment specialist for the MontCAS special population assessments (ACCESS for ELLs and the Multi State Alternate Assessment) and currently as the assessment and accessibility specialist. She has a background in post-secondary special education and taught special education in grades 3-5 in Charlotte Mecklenberg Schools in Charlotte, North Carolina.

How to Enroll: Visit the Meaningful Participation in Statewide Assessments registration webpage

ENROLLMENT OPENS Sept. 22, 2019 – Instructional Teamwork for Paraeducators (Oct. 13 – Nov. 23, 2019)

This course is designed to help paraeducators work effectively on a team. The course consists of introductory material regarding teamwork, delineation of roles and responsibilities, classroom instruction, and behavior management. Can be taken by individual paras and teachers, but is most effective when teams take the course together.

Created by the University of Colorado, Par2a Center.

15 Renewal Units

Visit Instructional Teamwork for Paraeducators on the Teacher Learning Hub to enroll