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Special Education Directors/Sch Psychs Joint Meeting

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Registration Closed.
Agency: CESA 12
Agency Contact: Judy Ross
Agency Assistant: Holly Evensen 715-682-2363 Ext. 119
Location: CESA 12 Conference Center
618 Beaser Avenue
Ashland, WI 54806
Facility: Conference Rooms 1 & 2
Date/Time:
11/17/2017 09:00 AM - 03:00 PM Registration 8:30-9 AM
Attachments:

Overview
Directors of Special Education and Pupil Services from the CESA #12 region will network and share legal implications, as well as changes to special education law, ethics and practices. This is also an opportunity to review concerns, questions and best practices with colleagues.

Presenter
Jen Ledin, RSN/Director of Special Education, CESA #12 

Viterbo Credit School Year 2017-2018 Available

Facilitating Student Success EDUC 548-052  July 1, 2017 – April 15, 2018 or  

Facilitating Student Success EDUC 548-053 July 1, 2017 – June 30, 2018

(Attend any 2 full day CESA #12 trainings identified for credit availability to be eligible for 1 graduate credit)  

You may apply for a maximum of 3 credits

More can be found on our website: http://www.cesa12.org/viterbo-credit

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.
WES7The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
WES8The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
WES9The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.
Administrator Standards
WAS1The administrator has an understanding of and demonstrates competence in the teacher standards under s. PI 34.02.
WAS2The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community.
WAS3The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth.
WAS4The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment.
WAS5The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
Pupil Services
WPS1The pupil services professional understands the teacher standards under s. PI 34.02.
WPS2The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support pupil learning, health, safety and development.
WPS3The pupil services professional has the ability to use research, research methods and knowledge about issues and trends to improve practice in schools and classrooms.
WPS4The pupil services professional understands and represents professional ethics and social behaviors appropriate for school and community.
WPS5The pupil services professional understands the organization, development, management and content of collaborative and mutually supportive pupil services programs within educational settings.
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
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
BEFORE REGISTERING FOR THIS WORKSHOP PLEASE MAKE SURE YOU HAVE YOUR DISTRICT'S APPROVAL TO ATTEND. Cancellation Policy: Any registration cancellation must be received before the scheduled registration deadline date for a refund to be issued. Persons registering and not in attendance on the day of the session will be charged the full registration fee. CESA 12 reserves the right to cancel any session due to insufficient enrollment. Participants will be notified by email or phone if a cancellation occurs. All workshop registrations begin 1/2 prior to the event start time.