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Utilizing Evidence Based Practices for Students with Autism Spectrum Disorder

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Registration Closed.
Last Date to Register: 2/28/2013 12:01 AM
Last Date to Cancel: 2/24/2013 12:01 AM
Agency: CESA 12
Agency Contact: Sue Miller
Agency Assistant: Janet Shefchik 715-682-2363 EX--119 Ext. 119
Audience: It is recommended that schools bring a team to this training: Principals, Special Education Directors/Administrators, General Educators, Special Educators, School Psychologists, Speech Pathologists, Occupational Therapists, Paraprofessionals and Family Me
Location: CESA 12 Conference Center
400 Lake Shore Drive East
Ashland, WI 54806
Facility: Conference Rooms 1 & 2
Date/Time:
3/1/2013 09:00 AM - 03:30 PM Registration: 8:30 AM
Attachments:


Description: Using materials from the National Professional Development Center on Autism Spectrum Disorders, this workshop will dig deeper into specific evidence based practices. Participants will engage in activities to develop a deeper understanding of common evidence based practices that are effective at teaching skillful behavior to students with autism and tie together teaching strategies to behavior intervention plans based on functional behavior assessment. The evidence based practices chosen for study on this day will be specific to the needs of the CESA and participants.

Presenters
Daniel Parker is the Autism and Family Engagement Consultant for the WI Department of Public Instruction (WIDPI). Daniel provides autism related professional development across the state of Wisconsin. He has a unique blend of home based, general and special education teaching, and administrative background at the school district and state-wide levels with a focus on data, applied behavior analysis, social skills interventions, and the use of technology in teaching. Daniel also works closely with WSPEI and other statewide parent organizations to support families and educators with efforts to improve family engagement activities and outcomes for students with disabilities.

Laura Comer is in her 8th year as Autism/Behavior Specialist for CESA #12. She has worked with students on the Autism Spectrum for more than 18 years. Laura has been trained as an external PBIS coach, attended the PBIS National Leadership Forum, and is a School wide Information System (SWIS) facilitator.

Target Audience
It is recommended that schools bring a team to this training:
Principals, Special Education Directors/Administrators, General Educators, Special Educators, School Psychologists, Speech Pathologists, Occupational Therapists, Paraprofessionals and Family Members
 

  Registration cancelled after deadline will not be refunded.

Viterbo Credit Available 2nd semester only

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.
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.
WAS6The administrator acts with integrity, fairness, and in an ethical manner.
WAS7The administrator understands, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling.
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
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
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
BEFORE REGISTERING FOR THIS WORKSHOP PLEASE MAKE SURE YOU HAVE YOUR DISTRICT'S APPROVAL TO ATTEND.

Cancellation Policy:

Any registration cancellation must be received by the registration deadline date stated on the event 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 (substitutions are accepted). 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.

Weather conditions:

If a workshop has been canceled due to weather conditions, every effort will be made to reschedule the workshop. Participants will be notified via email through myQuickReg.com if a cancellation occurs. Please make sure all your contact information is correct on myQuickReg.com

Media Disclaimer:

By registering for an event with CESA 12, participants agree to grant CESA 12 and its authorized representative's permission to record digital photos and/or video,(including virtual platforms) of their participation. Participants further agree that any or all of the material photographed may be used, in any form, as part of any future publications, brochure, or other printed materials used to promote CESA 12, and further that such use shall be without payment of fees, royalties, special credit or other compensation. If you do not wish to have your photo or image used, please contact the agency assistant listed for the event.

In-person trainings

Other Helpful Hints: Room temperatures vary from one workshop location to another, so bring a jacket or sweater for maximum comfort.

Dietary Disclaimer:

CESA 12 makes every effort to accommodate basic dietary needs such as vegetarian, gluten-free, and basic food allergies. CESA 12 does not assume liability for adverse reactions to food consumed or items one may come into contact with while eating at a CESA 12 event. To better serve our guests with dietary restrictions or allergies, please go into your myQuickReg account and update the special accommodations section. Notice of a special dietary need must be made at the time of your registration.