This series is designed for individuals who are working through the Competent Learner Model Course of Study with the goal of becoming a CLM Certified Coach. Participation will provide in-depth experience with all aspects of the Competent Learner Model. These training days will include opportunities for in-depth analysis of the curriculum, exposure to related curriculums and instructional strategies, activities related to the staff training component and the implementation action plan, and training in effective coaching.

The Competent Learner Model (CLM) is an intensive, individualized teaching program designed to structure learning environments so that students acquire the competencies to be successful in school. It is based on the principles and procedures found in Applied Behavior Analysis including the Analysis of Verbal Behavior, Direct Instruction and Precision Teaching. The foundations of the CLM are: an appropriate curriculum that includes scope and sequence for learners who are not yet ready for academic programs as well as those who are beginning academic programs, effective teaching strategies, engineered learning environments, staff training that develops ´effective educators´, on-site coaching to ensure successful implementation of the model in the educator´s classroom and performance assessments designed to track the progress of the learners and the educators to assure that both are successful.

The primary focus of the CLM curriculum is on developing seven repertoires that learners need in order to perform well in educational setting and to function in daily life. These repertoires are based upon a behavioral analysis of functional language that provides a framework for developing communication, observing and listening skills, and the pre-academic skills of reading and writing.

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.

Tools and strategies to strengthen families’ roles in educational decision-making for their children who are deafblind will be featured in the 2009-2010 Deafblind Family Leadership workshops.   Topics will focus on intervention and educational resources for children and families in Pennsylvania, family support resources, as well as verbal and written skills to navigate conflict and build agreement.   Participants are cordially invited to attend any or all three of the workshops, which will cover separate topics.     

Information for families of children and youth with Deafblindness on networking, supports and resources.

Objectives

Participants will:

• Describe educational and family resources available in the Commonwealth of Pennsylvania.
• Identify organizations and resources for support systems and family to family resources.
• List effective strategies to effect change for children and youth who are deafblind

Target Audience

Parents/guardians of children and youth with deafblindness and speech and language pathologists are the target audience, although anyone interested in learning more about strategies and tools to support families and their children who are deafblind are welcome.

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.

Please note that this training is by invitation only. You will need the registration key from your invitation in order to register for these events.

Safety Care is a competency based behavioral safety training program designed to facilitate safe and therapeutic interactions between students and teachers working in educational settings.

Safety Care provides strategies for preventing and safely managing behavioral challenges with respect and compassion. The program is based upon an applied behavior analytic paradigm in every component, with every technique.

Safety Care first focuses on training reinforcement-based strategies, teaching participants to proactively and positively engage clients in behaviors that are incompatible with anger and aggression.

Objectives

1. Trainees will be able to describe and demonstrate critical skills relevant to preventing behavioral incidents, including differential reinforcement and elbow check.
2. Trainees will be able to describe and demonstrate critical skills relevant to minimizing behavioral incidents, including detection of antecedents, safety stance, and de-escalation.
3. Trainees will be able to describe and demonstrate physical safety skills for containing and managing aggressive behavior.
4. Trainees will be able to describe and demonstrate emergency physical intervention skills that are safe and follow a least restrictive intervention model.
5. Trainees will be able to describe and demonstrate effective procedures for teaching the Safety-Care behavioral safety course to adult learners.

Target Audience

District staff, IU staff, PaTTAN consultants, and other interested parties, who currently hold a certification as a QBS Safety Care Trainer.

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.