Help

Autism Training (3749) X

Understanding and Meeting the Needs of Students Across the Spectrum

< Back

Registration Closed.
Last Date to Register: 4/2/2012 12:01 AM
Last Date to Cancel: 4/2/2012 12:01 AM
Agency: CESA 3
Agency Contact: Jim Nelson
Agency Assistant: Kate Hennessy 608-822-2149
Location: CESA 3
1300 Industrial Drive
Fennimore, WI 53809
Facility: Conference Room A
Date/Time:
4/4/2012 11:30 AM - 03:30 PM
Attachments:

Autism Training:
Understanding and Meeting the Needs of Students Across the Spectrum
April 4, 2012
11:30 a.m. to 3:30 p.m.
CESA #3 in Fennimore

*Cost: $35 (includes lunch and materials)

Overview:
This training provides a framework for understanding autism spectrum disorders,
including high functioning autism and Asperger Syndrome.
Topics include:
• What does autism look like?
• Discovering the function of the behavior
• Learning style characteristics and strategies
• Instructional environment
• Video modeling
• Visual support strategies
• Sensory motor characteristics
• Communication and social characteristics
• Strategies to teach social skills
Participants will gain an understanding of the autism spectrum, its related disorders, and how the disorders affect a student’s behavior, social interactions, and learning. Participants will learn how to use evidence-based strategies to assist students in meeting their academic and social needs.

About the Presenters:

Kenosha Unified Autism Team
The Kenosha Unified Autism Team was developed in 2009 to meet the needs of the fast growing population of students with autism. The team is comprised of school psychologists, program support teachers, occupational therapists, speech therapists, assistive technology staff, an early childhood teacher, and a coordinator. The team developed a Level 1 Training designed to provide all staff members a basic understanding of autism. Soon the Level 2 Training was developed as staff members were eager to learn more. The team recognized a need to combine the two levels into a single presentation to meet building needs. In 2011, the team started Level 3 Trainings in which members of the autism team consult with staff regarding an individual student with autism per teacher request. To date the team has presented at 27 schools with the goal being 100% of the schools in the Kenosha Unified School District.

Peggy Schofield is a Coordinator of Special Education and Student Support for Kenosha Unified Schools. She has worked as a program support teacher, a transition teacher as well as working as an independent living coordinator and a supervisor for Lamb's Farm working with adults with significant cognitive disabilities. Peggy has worked with the district autism committee for several years as well as teaching a course for staff on autism. She has worked with people with autism from early childhood through adults. Peggy has a focus on helping staff understand the role of sensory processing differences on learning.

Jessi Lowney began her interest in autism as a teenager, volunteering in her mother's early childhood classroom. She graduated for the University of Wisconsin- Whitewater with a Bachelor's degree in Early Childhood: Special Ed and received her Master's degree from the University of Wisconsin- Lacrosse. Jessi is a member of the Autism Society and was able to attend her first national conference in 2011. She is also a member of the Kenosha Unified Autism Team where she conducts trainings as well as consults with teachers about autism. Jessi is currently an itinerant early childhood teacher. Jessi currently teaches a class for staff called Autism Beyond the Basics.

Katie Crowe works as a program support teacher for Kenosha Unified School District. She has worked to support students with special education needs for 15 years at all age levels and in a variety of settings. She has worked in public and private schools to support students with Autism. She has taught at the middle and high school level and currently works to support students at all levels including elementary school students. Katie has been involved with the Autism committee and is eager to work using evidenced based best practices while supporting students with Autism.

Questions? Contact Jim Nelson at CESA #3, 800-261-0000 ext 211 or via email: jnelson@cesa3.k12.wi.us

* The low cost fee is due to funding provided by the Regional Service Network (RSN) Grant through the Wisconsin Department of Public Instruction.

 


 

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.
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.
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.
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
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.