Educator Services Teaching & Learning Curriculum Resources
2008 Special Education Professional Development Institutes

Greater Boston Region

Assessing English Language Learners (ELL) With Disabilities

Audience: Special education teachers, speech and language therapists and school psychologists working in Elementary & Middle Schools

This institute will focus on research-based professional development for 25 Massachusetts educators involved with special education assessment. They will learn together practical ways to better identify and implement sound evaluation procedures and assessment measures (formal and alternative) for students with disabilities who are English Language Learners (ELL) at different levels of English proficiency. The ultimate goals of this institute are: (1) to reduce over-identification and under-representation of linguistic minorities in Special Education; (2) to increase the number of assessment professionals who are better qualified and who can improve the assessment practices used with ELL students; and (3) to improve pre-referral and referral practices according to federal and state educational laws and regulations. College Credit will be available from Lesley University.

Developing the Socialization Skills of Students with ASD in Inclusive Classroom

Audience: The target audience is school-based instructional support personnel such as general education and special education teachers and paraprofessionals. Other staff such as school psychologists, counselors, and other specialized staff will be strongly considered. Selected participants will be those who are expected to implement or oversee implementation of social skills interventions for students with ASD.

The broad goal of this institute is to enhance the competencies of the participants in assessing the social skills of students with ASD and providing appropriate instructional accommodations and modifications so that these students can be effectively supported in inclusive classrooms.

Mathematics and Science and Technology: American Sign Language (ASL)

Audience: Educational Interpreters -All Grades

This innovative weeklong institute is designed just for you! Here is your chance to:

• Meet the challenges of the classroom this fall
• Fine tune Math and Science vocabulary and concepts
• Work with a new DVD of Math and Science terms in ASL
• Work with EIPA Test preparation materials and content
• Develop an individualized professional growth plan

Through a combination of individual and group work, we will explore the challenges of educational interpreting. How do we attend to and convey dense material being presented when faced with distractions? How do we keep up with ever changing content as the fields of math, science and technology continue to explore new horizons?

Our curriculum is designed to further your understanding of:

1. ASL structure
2. Translation and interpreting theories
3. Interpreting in the classroom
4. Math, Science and Technology concepts

In addition, this institute will include opportunities for individualized feedback, tailored to enhance performance on the EIPA (Educational Interpreter Performance Assessment), state screening or NIC exam. Participants will leave the institute with a tailored professional development plan.

Occupational Therapy Services in Educational Settings

Audience: Occupational therapists and occupational therapy assistants working with elementary and secondary students with disabilities

This institute will address the competencies critical for providing effective occupational therapy services in school settings. Participants will be empowered to provide educationally relevant services consistent with policies governing school practice. Content includes the role of OT, laws and regulations, workload management, the assessment process, effective documentation, planning and implementation of services, and team collaboration. Participants will learn to utilize on-line resources to inform their practice. There will be ongoing opportunities for collaboration with therapists from other districts.

This institute includes 6 days of on-site instruction, eight or more hours of on-line learning, and completion of a project in the fall. Graduate credit is available from Tufts University for a fee with the completion of an extra assignment.

Special Education Leadership Academy I for New Administrators (1-5 years):
Laws, Regulations, Policies, Procedures and Effective Practices

Audience: Special Education Administrators of Record with 1 - 5 years of experience

This nine day institute teaches proactive leadership skills to new special education administrators to ensure positive outcomes for students with disabilities. Through a series of workshop sessions led by outstanding faculty, facilitated mentoring groups, on-line discussions, outside assignments and a workshop binder filled with useful materials, participants form a Professional Learning Community (PLC). This PLC provides a supportive environment to assist participants with implementation of IDEA and the myriad of highly complex tasks and challenges they face. Major topics include: effective implementation of state and federal special education laws and regulations; fiscal administration; data collection and analysis; staff recruitment and retention; conflict resolution, program design and improvement; leadership development. A three graduate credit option from Endicott College is available.

Special Education Administrator Leadership Academy II for Experienced Administrators

Audience: Experienced Special Education Administrators

This 6.5-day institute will provide experienced special education administrators the opportunity to develop leadership skills as change agents within their school system in order to contribute to positive educational outcomes for students with disabilities and their families. Topical focus areas will include effective leadership in instructional program design and improvement, data collection and analysis for decision-making, legal compliance, fiscal administration and management, and access to the general education curriculum. Participants will plan and implement a local project to address an identified organizational problem or systems' change issue. Instructional practices will encourage active participation and the application of theoretical constructs, research, and leadership skills to the practical day-to-day contexts in which participants are working. Graduate credit available from Framingham State College.

Strategies for Students with Sensory Integration Dysfunction in an Inclusive Classroom

Audience: General and special educators, related service providers, and paraprofessionals working with elementary and secondary students with disabilities. Preference will be given to teams of two from the same building. Individual registrations will be considered.

This institute will provide an overview of sensory integration and sensory integration dysfunction. Participants will learn about the different senses, including the vestibular and proprioceptive senses, and how sensory integration plays an important role in students' learning styles. In addition, participants will increase their understanding of the challenges that confront the student with sensory integration dysfunction in the school setting. Participants will learn to identify and implement practical strategies for supporting participation of these students in school. Collaborative practices will be explored as a critical component to facilitating student success in inclusive settings. Participants will be empowered to provide educationally relevant services consistent with policies governing school practice. There will be ongoing opportunities for collaboration with participants from other districts.

This institute includes 7 days of on-site instruction, ten hours of on-line learning, and completion of a project in the fall. Graduate and Undergraduate credit available through Salem State College for $250/course.

Sustaining Braille Proficiency of Licensed Teachers of Students with Visual Impairments

Audience: Licensed Teachers of Students with Visual Impairments and Blindness currently working in Massachusetts' schools Pre-K through 12th grade

This institute will focus on supporting the Teacher of Students with Visual Impairments (TVI) with issues pertaining to Braille proficiency. It will look at the many ways proficiency may be defined, measured and supported. The institute will utilize group dynamics while supporting the licensed TVI with national and regional expertise and state of the art technologies and resources. The institute will begin August 6th with a 3-day seminar of 18 hours, which will also include the latest information on Braille code changes and national competency testing initiatives. By the end of the seminar each participant will be enrolled and have started the newly written self-paced programmed instructional Braille Proficiency curriculum designed through the technological resources of UMass Boston's Northeast Regional Center for Vision Education. (20 Hours of Online Braille Proficiency Training). In the fall, the group will follow up with 7 hours of seminar on October 17 to review the effectiveness of the curriculum, update the group with latest resources and tools and re-connect on national and regional developments in Braille literacy. (25 hours direct and 20 hours online)

Taking AIM at Accessible Information Technology

Audience: Upper Elementary, Middle and High School Special Education Teachers & Technology Integration Specialists

The Education Cooperative and in partnership with Lesley University will work closely with participating school districts to develop effective strategies that ensure timely and effective use of accessible instructional materials for students with print-based disabilities. Participants will acquire the knowledge necessary to integrate accessible instructional materials into a student's Individual Education Program, identify the professional development necessary for teachers and aides to use digital content, and to address the systemic issues of acquiring and maintaining digital content. Participants will gain these skills through a hands-on process of cooperative learning activities. Leveraging the principles of universal design and culturally responsive instruction, participants will also be able to apply their new knowledge in ways that productively impact teaching and learning for their broader school community. Registration priority will be given to two-person teams consisting of one special educator and one technology specialist from a public school district.

IEP Team Facilitation Skills

Audience: Individuals assigned the duty of chairing IEP Team meetings

The Summer/Fall Institute will provide participants with the skills necessary to lead or participate in the IEP team meeting process by means of a collaborative and non-adversarial process, as well as to develop student-centered goals and objectives. The essential facilitation skills for the IEP team meeting process have been specifically designed to assist IEP team members in working collaboratively and making consensus-based decisions that all IEP team members can implement and support. It will also provide participants with the necessary skill to conduct the IDEA 2004-mandated IEP resolutions sessions.

The skills and benefits learned in the Institute will provide participants with the facilitation skills to hold complaint IEP meeting, develop positive relationships between staff and parents, significantly reduce due to process hearings, improve staff morale, and learn transferable skills that can be used in other types of meetings.

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