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Autism Workshop-Outsmarting Explosive Behavior

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Registration Closed.
Last Date to Register: 10/6/2009 12:01 AM
Last Date to Cancel: 10/4/2009 12:01 AM
Agency: CESA 3
Agency Contact: Jim Nelson
Agency Assistant: Kate Hennessy 608-822-2149
Location: Southwest WI Technical College
1800 Bronson Blvd
Fennimore, WI 53809
Facility: Room 365
Date/Time:
10/6/2009 08:30 AM - 03:30 PM Registration: 8:00-8:30 a.m.

Autism Workshop

Outsmarting Explosive Behavior, a Visual System of Support and Intervention for Individuals with Autism Spectrum Disorders

Presenters: State and Nationally Renowned Autism Consultants, Judy Endow & Kate McGinnity

Workshop Description: This presentation, based on Judy Endow's recent publication of the same name, describes a visual system to support/intervene with escalating/explosive behaviors. This model has been effectively used with numerous students (Early Childhood through Adulthood), as part of the Wisconsin DPI Advanced Level Autism Training Project and has been published by the Autism Asperger Publishing Company in 2009. Ideas for supporting students who demonstrate behaviors that don’t build will also be discussed. The afternoon will be spent on proactive support strategies and interventions, to head off all behavior that diminishes the students’ quality of life. There will be ample time for questions about specific students and group problem solving.

(Don’t miss this opportunity)

Audience: All Educators, Parents, School Psychologists, Guidance Counselors Related Service Personnel, Principals and Administrators

When: October 6, 2009
8:00 a.m.-8:30 a.m. Registration
8:30 a.m.-3:30 p.m. Workshop

Location: Southwest Wisconsin Technical College Room 365

Cost: $75.00/Per Person
CESA #3 Special Education Consortium School Districts:
Barneveld, Benton, Cassville, Ithaca, Potosi, Shullsburg, Southwestern, Weston

$100.00/Per Person
CESA #3 Non-consortium Districts and Community Based Agencies & School Districts Outside of CESA #3
 

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.
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.
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
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.
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.
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.
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
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
Secondary Transition GoalsPercent of youth aged 16 and older whose IEP includes coordinated, measureable annual goals and transition services
Resolved Complaintspercent of written complaints resolved within 60 days
Resolution Sessionspercent of hearings that were resolved through the resolution settlement process
Mediationspercent of mediations held resulting in mediation agreements
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.