DESCRIPTION

LRC-North

LRC-North
Satellite

LRC-Central

LRC-South

Parents as Partners in Special Education:  Collaboration and Parental Rights

Audience:  Parents, caregivers and educators of students with disabilities

In special education, collaboration between families and educators is essential. This training offers parents, caregivers and educators an opportunity to learn about their rights in the special education process and how to be an effective partner in the education of children.  Topics will include:

• an understanding of the parent's role as part of a collaborative team;
• effective communication strategies;
• steps to creating agreement;
• understanding procedural safeguards; and
• strategies for organizing information and preparing for IEP meetings.

 11-28-12
6-8PM

2-21-13
10 AM-12
noon

 1-15-13
6-8PM

2-26-13
10 AM-12 noon

 11-26-12
6-8PM

2-7-13
10 AM-12 noon

11-13-12
6-8PM

2-8-13
10 AM-12 noon

#

WORKSHOP TITLE

 K-12 DESCRIPTION

LRC-North

LRC-North
Satellite

 LRC-Central

LRC-South

1

Functional Behavioral Assessment (FBA) and Design of Intervention Plans   (Grades K-12)
Participants must register for both days

Audience: School-based teams, up to three members, to include special education administrator and/or child study team members. Other may attend as appropriate (e.g., behavior specialists, inclusion facilitators, guidance counselors)

This two day workshop will present a proactive, educative approach to understanding the functions and conditions affecting challenging behavior of students with disabilities.  Through this workshop, participants will learn best practice strategies to conduct functional assessments of student behavior.  Participants will also learn to use this information to design intervention plans that promote the use of positive behavioral supports and to teach students alternative skills and/or coping strategies.
TEAM REGISTRATION

 12-6-12

1-14-13

12-13-12

1-15-13

 12-20-12

1-16-13

2

Transition from School to Adult Life:  Making the Process Meaningful  (Grades 7-12)

Audience:  Special education administrators, child study team members, special education teachers, and transition coordinators - Grades 7 – 12

Effective  transition  from  school  to  adult  life  requires  teams  to  engage  in  a collaborative planning process, over several years, as part of the Individualized Education  Program  (IEP)  development.    To facilitate this multi-year process, educators need to understand what activities should occur at different points in time.    This  workshop  will  present  key  strategies  and  activities  to  make  the transition  planning  process  meaningful  and  consistent  with  state  and  federal requirements.  Particular emphasis will be placed on strategies to facilitate collaboration among educators, students, and families as well as the following transition components:

• Age Appropriate Transition Assessment;
• Involvement of Other Agencies;
• Student Self-Advocacy; and
• IEP Statements of Transition Services.

Participants will be involved in small group activities and opportunities for self- reflection to gain an understanding of both programmatic strengths and areas for further development.

12-4-12

 12-7-12

 12-6-12

12-10-12

3

Supporting Students with Disabilities in General Education Programs through Collaborative Consultation (Grades K-12)

Audience:  Child study team members, related services personnel, special education teachers, and instructional coaches – Grades K – 12

The provision of consultation services is one way to support students with disabilities in general education settings. During this workshop, participants will be introduced to methods and strategies that can be used to assist the general education teacher and/or teacher aide in implementing educational supports for an individual student or a group of students with disabilities in the general education classroom.  Workshop  participants  will  receive instruction in the use of effective communication strategies, how to develop a  collaborative  partnership,  and  methods  of  problem  solving  and  other techniques   that   promote   and   support   a   collaborative   consultation relationship.

 12-18-12

 12-12-12

12-10-12

12-17-12

4

Planning for a Student's Transition to Adult Life: Transition Assessments for Students with Disabilities (Ages 16 – 21)

Audience:  Special education administrators, child study team members, special education teachers, and transition coordinators - Grades 7 - 12

Federal regulation requires that all students with disabilities aged 16 and older have one or more measurable postsecondary goals in their Individualized Education Program (IEP).   Regulations also require that each student's measurable postsecondary goals be based upon age-appropriate transition assessments.  This workshop will provide participants with a comprehensive overview of the transition assessment process and clearly define the components of a quality transition assessment.  The presenter will:

• review a variety of formal and informal assessment tools;
• discuss how to determine the most appropriate assessment(s) for a student;
• provide a format for organizing and utilizing assessment results;
• share free and at-cost assessment tools; and
• provide other age-appropriate transition assessment resources. 

Participants will also be given time to explore a variety of assessment tools.

 1-17-13

 1-14-13

 1-18-13

 1-8-13

5

Working Together:  Special and General Educators Supporting Students with Disabilities in General Education through In-Class Resource Programming (Grades K-12)

CO-TEACHING PAIRS REGISTRATION

Audience:  General education and special education teaching pairs – Grades – K-12

The In-Class Resource Program is one option for supporting students with disabilities in the general education classroom. This workshop will provide general and special education teaching pairs with the basic knowledge and skills needed to implement in-class resource program instruction. Participants will explore:

• a variety of co-teaching arrangements,
• the roles and responsibilities of the general and special education teachers;
• effective techniques that foster general and special educator collaboration; and
• approaches and formats that facilitate instructional planning.

 1-29-13

 1-16-13

 1-23-13

1-25-13

6

Creating Respectful Classrooms  (Grades K-12)

 Audience: School-based teams, minimum of two, to include general and special education administrators, child study team members, instructional coaches and/or behavior specialists, inclusion facilitators, general and special education teachers – Grades K-12

All students, including students with disabilities, benefit from a learning environment that proactively promotes, teaches and reinforces positive behaviors.  Through group discussion and activity based instruction, this workshop will provide participants with the following:

• strategies to develop and implement consistent, positive classroom management practices;
• an understanding of the reasons students may engage in challenging behaviors; and
• de-escalation strategies for students who are exhibiting challenging behaviors.

 3-20-13

 3-12-13

3-14-13

3-15-13

7

Transitioning Students with Disabilities To and Within General Education Settings (Grades K-12)
TEAM REGISTRATION

Audience:  School or district-based teams, up to three members, to include administrator or designee (director of special education and/or building administrator) and others including, but not limited to, child study team member, general education teacher, special education teacher, parent – Grades K - 12

The successful transition of students with disabilities from a separate educational setting to an in-district program requires deliberate and systematic planning. Similar planning is needed to effectively transition students from in-district resource and special class programs to general education classes. The transition planning process includes an analysis of the following:

• student strengths, interests, and current performance (academic and functional);
• academic and/or behavioral challenges; and
• demands and routines of the new learning environment.

Such analysis provides the information necessary to effectively match the provision of supports, accommodations and modifications with individual student needs.

Workshop participants will learn how to incorporate this type of analysis within a systematic planning process to successfully transition students with disabilities to and within general education settings. Strategies that enable families and educators to work collaboratively throughout the transitioning process will be emphasized.      

4-19-13

4-24-13

4-18-13

4-23-13

8

Specially Designed Instruction for Students with Moderate to Severe Cognitive Disabilities: Focus on Academic Skills (Gr. 6 - 12)

Audience:   General education and special education teachers - Grades 6-12

This workshop will present ways to design instructional activities for middle and high school students with moderate to severe disabilities that address the content areas of math, science and language arts literacy. Participants will learn how to link individual student learning to the student learning objectives of the state model curriculum. The workshop will introduce ways to scaffold instruction so that students can learn the same content as their non-disabled peers. Through sample activities participants will review and create sample activities related to grade level standards that can support students with moderate to severe disabilities in accessing the general education curriculum.

 4-23-13

 4-26-13

 4-24-13

 4-25-13

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WORKSHOP TITLE

PRESCHOOL/EARLY CHILDHOOD DESCRIPTION
Registration:  http://education.state.nj.us/events/

LRC-North

LRC-North
Satellite

LRC-Central

 LRC-South

1

Integrated therapy is a research‐based practice that enhances the participation and progress of preschool students with disabilities in general education settings. During this one‐day workshop, practical, research-based
strategies will be presented in which specialists, teaching staff, and parents work together to:

• Develop functional Individualized Education Program (IEP) goals;
• Address IEP goals within the context of the general education preschool classroom activities and routines; and,
• Ensure that a maximum number of learning opportunities are offered throughout a child's day.

11-14-12

 11-15-12

 11-13-12

2

Learning through Doing: Focusing on Motor Skills Development within the Preschool Classroom for Students with Disabilities
Audience: Teams, (a minimum of two members), to include at least one classroom teacher
(required) and a child study team member responsible for preschool children with disabilities or
a physical or occupational therapist.

Young children learn through active participation and engagement in a variety of motor activities. Motor skills can impact academic learning, social and emotional development and play skills in young children.

The development of fine and gross motor muscles and hand‐eye coordination provides children with the tools they will need for reading and writing. Children with disabilities may need additional attention and support in these areas. This workshop will examine gross, fine, perceptual and sensory motor development in preschool children and explain why the development of these motor skills can lead to greater school success. This workshop will assist educators in designing activities which can be built into daily routines to address these needs across the curriculum. Additionally, educators will be provided with an array of strategies which can be embedded into classroom instruction to intentionally teach motor skills.

This is an interactive workshop. Please wear sneakers and comfortable clothing.

12-6-2012

 12-5-2012

12-7-12

4-25-13 &
5-6-13

4-26-13 &
5-7-13

4-24-13 &
5-8-13

Promoting Language and Literacy in the Inclusive Preschool Classroom
Audience: Special and general education preschool teachers, related services providers (e.g., speech/language clinician), early childhood administrators and Child Study Team members.

4-10-13 &
5-22-13

4-9-13 &
5-23-13

4-11-13 &
5-24-13