Faculty inservice on 504

Marsha Linum, GSW, with the Office of Child Protection will be discussing important aspects of child protection that affect all mandated reporters of child abuse or neglect. She will discuss the definitions of abuse and neglect as well as when and how to report abuse/neglect. There will be an opportunity for questions following the presentation.

Monroe City Schools Special Education Teachers will be trained to conduct more affective studies skills classes. Teachers will learn to apply methods and teaching strategies which ensure greater academic success for all students. Teachers will learn to provide students with direction that will lead to improved academic skills for enhanced academic progress.

CPR (Cardiopulmonary Resuscitation) Training will be offered for Adaptive Physical Education Teachers. Training will provide APE teachers with procedures and skills needed to perform CPR on children. Participants will practice CPR procedures. Participants should wear comfortable clothing and shoes.

CPU´s Weekly Special Education PLC meeting.

"Crisis Prevention" training is being offered for selected self-contained paraprofessionals. Participants should wear comfortable clothes and shoes. The training will address how to deal with aggressive behaviors in children and how to respond to those behaviors. Physical restraint techniques will also be covered.

Crisis Prevention Training for Teachers will address how to deal with aggressive behaviors in students and how to appropriately respond to those behaviors. Physical restraint techniques will be covered. Teachers should wear comfortable clothes and shoes.

Course will include: A Step-by-Step Process Overview for Developing Standards-Based IEPs, Justification for Standards-Based Reform and Opportunity to Learn for Special Education Students, Principles of Effective Instruction, Importance of Access to the General Curriculum, Rethinking Instruction for Students with Disabilities, Supporting Instruction Through the IEP Process, Grade-level Content vs. Students’ Instructional Level, Prioritizing the Standards (Deciding Which Standards/Indicators Become IEP goals), Developing Curriculum Based Data., Utilizing Data to Develop the IEP

This class will provide information and train new first year and second year special education teachers in required data keeping, office procedures, IEP folder organization, record dissemination policies, confidentiality, log of access to confidential files, due process, the IEP, developing an IEP, writing a web based IEP, how the special education process begins, SBLC responsibilities and procedures, the re-evaluation, surrogate parents, transition services, school nurse responsibilities, healthcare plans, hearing impaired services, visually impaired services, speech/language services, occupational therapy services, adaptive physical education services, providing FAPE in the inclusive setting, working with paraprofessionals, teaming/collaborating with general education teachers, accommodations for students with IEPs, introduction to LEAP assessment, LAA1, LAA2, state monitoring and corrective action, self-study monitoring, ESYP (extended school year program), review of required data, Monroe City School District´s discipline policy, suspension, expulsion and home bound procedures, functional behavior assessment, behavior intervention plans, implementation of the BIP, data keeping for the BIP, manifestation determination, and special education law

This workshop will address 2009-2010 rosters, AEPS/AEPSi, IEP changes, Louisiana Content Standards, and Handwriting Without Tears

The division of Student Services will sponsor staff development conducted by The American Red Cross. The training will include “First Aide, CPR and Blood Borne Pathogen” certification.

Teachers of Gifted Students will participate in a back to school staff development.

LAA1 Test Administrators will be trained in practices and procedures for administering the LAA1 test. They will receive information on new test items and administration guidelines. Test materials will be distributed.

BESE has recently approved changes to the LAA2 program with changes to the LAA2 participation criteria. These sessions will address 1) Recently Approved Changes to the LAA2 Program, 2) Revised LAA2 Participation Criteria, 3) Revised LAA2 Participation CRITERIA FORM, 4) LAA2 Content Areas, 5) Revisions to Possible LAA2 Exit Documents 6) Writing Appropriate Goals and Objectives for the LAA2 Student, and 7) Writing Appropriate IEPs for Students Who Will Participate in the LAA2 .

Self-Study Monitoring Team members will participate in the monitoring of IEP folders of students of various exceptionalities from seven schools of the Monroe City School System. The primary focus of these sessions will be in the areas of program, placement, and services. Participants will monitor each IEP folder for quality assurance of the completion of IEP/Placement responsibilities associated with IEP team participants, parental participation, IEP content and format, interim placement, requirements for placed or referred students, IEP accountability, least restrictive environment, IEP declassification placement, special transportation, and supports in the regular classroom setting. Selected team members will also conduct interview sessions with parents, administrators, teachers, and SBLC chairpersons.

My Reading Coach has been installed in one or more locations in most of our Monroe City Schools. This program is a structured, flexible, mastery-based, multi-sensory program that provides a virtual reading specialist and speech pathologist to every student. Embedded Teacher Intelligence™ individualizes instruction to help each student reach grade level in the skill areas of Phonemic Awareness, Phonics Sounds and Rules, Vocabulary, Word Structure, Syntactic Processing and Reading Comprehension. Who should use My Reading Coach? • Schools that want to close the gap between high and low performing readers • Anyone ages 6 and up who is not reading on grade level • Students referred to reading support programs or Special Education • Schools that want all students to make Adequate Yearly Progress • English Language Learners or those with Limited Language Proficiency • Dyslexia, attention deficit disorder (ADHD/ADD) students and other learning disabilities

Dr. Scott Shelby,LMFT, LPC, Mental Health Coordinator, Safe Schools/Healthy Students will discuss services provided under the Safe Schools/Healthy Students program. Dr. Shelby and participants will discuss what the program offers, what the program can do and the programs limitations. They will also learn how to refer a student for services through Safe Schools/Healthy Students.

This training is for School Building Level Committee (SBLC) members who are responsible for monitoring RtI. This is an update and training on changes in the duties of the School Building Level Committee and new forms which are available.

The focus of the workshop will be on teaching social studies "skills" rather than content. The instructor will demonstrate the "strategic" methods he uses to prepares students for standardized tests.

Picture Exchange Communication System (PECS) was developed in 1985. It is based on principles of Applied Behavior Analysis (ABA) and on B.F. Skinner´s 1957 Verbal Behavior. PECS may be used across ages and disabilities and is appropriate for anyone having difficulty using speech. Workshop Objectives: 1. Pyramid Approach to Education 2. Functional Communication 3. Getting ready to teach communication 4. The six phases of PECS 5. The relationship between PECS and Speech development 6. Transitioning from PECS to other Modalities

Elementary special education paraeducators will be trained on health issues, behavior issues, and IEP student confidentiality issues. Paraeducators will receive information on their role in the classroom as it relates to serving elementary special education students.

High school special education paraeducators will be trained on health issues, behavior issues, and IEP student confidentiality issues. Paraeducators will receive information on their role in the classroom as it relates to serving secondary special education students.

Speech Therapists and OT will participate in Beginning of The Year Staff Development. Participants will be trained in Changes in LA. Bulletin 1508, RTI, Inclusion Practices and IEPs.

New 1st & 2nd year Special Education Teachers will be trained in all aspects of Special Education including IEPs, special education laws and guidelines, FAPE, behavior issues, BIPs, documentation and record keeping, holding IEP meetings, due process, working with parents, inclusion, providing accommodations, state monitoring, self study review, support services, and much, much more.

This session will include the following topsics: ABCs of Accommodations, Definition Discussion, XYZs of Accommodations. It will also include a question and answer time.

Students with significant disabilities must have goals and objectives based on the Louisiana Extended Content Standards. Standards-Based IEPs are driven by changes to both the Individuals with Disabilities Education Act (IDEA) and the current Elementary and Secondary Education Act (ESEA)- known as No Child Left Behind (NCLB). Students’ IEPs must reflect goals based on the grade-level content standards and provide for monitoring of the students’ progress in achieving those goals. It is mandated that IEPs be standards-based beginning July 1, 2009. Teachers will be trained to write standard based IEP goals and objectives based on the Louisiana Extended Content Standards.

Students with significant disabilities must have goals and objectives based on the Louisiana Extended Content Standards. Standards-Based IEPs are driven by changes to both the Individuals with Disabilities Education Act (IDEA) and the current Elementary and Secondary Education Act (ESEA)- known as No Child Left Behind (NCLB). Students’ IEPs must reflect goals based on the grade-level content standards and provide for monitoring of the students’ progress in achieving those goals. It is mandated that IEPs be standards-based beginning July 1, 2009. Teachers will be trained to write standard based IEP goals and objectives based on the Louisiana Extended Content Standards.

All preschool and kindergarten special education students must have goals and objectives based on the Louisiana Content Standards. Teachers will be trained to write appropriate standard-based IEP goals and objectives based on grade level Louisiana Content Standards. It has been mandated that IEPs be standards-based, beginning July 1, 2009.