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SEEDS IEP Training/x

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Registration Closed.
Last Date to Register: 9/8/2010 12:01 AM
Last Date to Cancel: 9/8/2010 12:01 AM
Agency: CESA 3
Location: CESA 3
1300 Industrial Drive
Fennimore, WI 53809
Facility: Conference Room C/D
Date/Time:
9/10/2010 09:00 AM - 11:00 AM

SEEDS IEP Software Training

-SEEDS overview

-A review of the new SEEDS features will be addressed

Presented by Cindy Holland, SEEDS Support Coordinator, CESA #5

Teacher Standards
WES1The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
WES2The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
WES3The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
WES4The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving, and performance skills.
WES5The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
WES6The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
WES10The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner.
Administrator Standards
WAS3The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth.
WAS5The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
WAS7The administrator understands, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling.
Pupil Services
WPS2The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support pupil learning, health, safety and development.
WPS6The pupil services professional is able to address comprehensively the wide range of social, emotional, behavioral and physical issues and circumstances which may limit pupils’ abilities to achieve positive learning outcomes through development, implementation and evaluation of system-wide interventions and strategies.
WPS7The pupil services professional interacts successfully with pupils, parents, professional educators, employers, and community support system such as juvenile justice, public health, human services and adult education.
Special Education
Graduation Ratespercent comparison of youth with and without IEP's graduating with a regular diploma
Dropout Ratespercent comparison of youth with and without IEP's dropping out of high school
Participation and Performance on statewide assess.for students with disabilities
Suspension/Expulsion Ratesdiscrepancy between the rate of students with disabilities being suspended or expelled from school more than 10 days
EnvironmentPercent of children with IEP's removed from regular class
Preschool SettingsPercent of preschool children with IEPs who receive services with typically developing peers
Preschool Outcomespercent of preschool children who demonstrate improved social/emotional, knowledge/language and behavior skills
Parent Involvementpercent of parents of children with IEPs reporting satisfaction with parent involvement
Disproportionate Representation in Special Ed of racial and ethnic groups
Disproportionate Rep. of Specific Dis. Categoriesof racial and ethnic groups in special education
Timely Evaluationspercent of children with evaluations completed within 60 days
Early Childhood Transitionpercent of eligible children referred by Part C to Part B who have IEPs completed by 3rd birthday
Secondary Transition GoalsPercent of youth aged 16 and older whose IEP includes coordinated, measureable annual goals and transition services
Post High School Outcomespercent of youth who had IEPs and no longer in school who are competitively employed and /or attending postsecondary school
Corrected Noncompliancedistrict corrects noncompliance as soon as possible but no later than 1 year
Timely and Accurate Datastate reported data are timely and accurate
Participant Cancellation Policy: You must contact CESA #3 at least one week prior to the scheduled event to cancel and receive a full refund of your registration fee. Cancellations not received at least one week prior to the registered event will be charged the full registration fee. CESA #3 reserves the right to cancel any workshop due to insufficient enrollment. Participants will be notified by e-mail or phone if a workshop is cancelled. If a participant is a 'no show' the school will be billed for the registration fee, or loss of the 'free' attendance slot. Accommodations: If you need an accommodation to participate including interpreter services (sign language or other spoken language) please email the workshop contact to set up these services. A two-week notice is appreciated. CESA #3 is handicapped accessible.