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Note: Courses with [A] have available sessions.

The following are Upcoming Conferences

Inservices/workshops Category



          Bullet Concrete-Representational-Abstract (CRA) Math Days [A]
The PaTTAN Mathematics Initiative has created a series, Concrete-Representational-Abstract (CRA) Mathematics Days, that will increase teachers’ ability to immediately implement the concrete-representational-abstract sequence of instruction as a method of making more mathematics accessible to more students. There are four days being offered, each with the same pedagogical methods but with different mathematical content. Participants are encourage to sign up for multiple sessions. However, you may register for a single day if so desired.
          Bullet Pennsylvania-LETRS Certified Train-the-Trainer Modules [A]

LETRS is a professional development program to be used primarily by literacy consultants and coaches, speech and language professionals, and teachers of reading and spelling. LETRS was developed by Louisa Moats and others to increase teachers´ understanding of how students learn to read write and spell, and how to implement research supported instructional strategies to increase reading success. The program is delivered through 12 modules (below) addressing components of reading instruction: Phonemic Awareness, Decoding, Word Study, Spelling, Vocabulary, Fluency, Comprehension, and Writing.

Each Module will be offered at an initial, introductory training date and an advanced, in-depth training date.

Inservices/workshops Category



          Bullet 2018 Educational Interpreter Summer Institute: Interpreting for STEM [A]

Interpreters work in a variety of STEM/Life Science courses, often with a limited understanding of the vocabulary associated with these subjects. The depth and complexity of STEM instruction can challenge the most skilled interpreter. STEM content is taught in all classrooms, including early elementary. This institute will provide vocabulary and explanations for a variety of life science subjects. Participants will have hands on practice as well as resources to use after the institute has been completed.

Objectives

Participants will:

  • Analyze the signing content for a variety of ASL features within STEM vocabulary including listing, personification, non-manual markers, compare/contrast, and mouth morphemes.
  • Demonstrate an ability to identify such ASL features and explain their usefulness in enhancing an educational lesson in relation to STEM topics.
  • Identify specific fingerspelled words, non-manuals, or other signs embedded in the text.
  • Explain the value of viewing specific educational topics to general educational interpreting and demonstrate application of one topic to another.

Target Audience

PA Educational Interpreters working in the K-12 setting, PA Teachers of students who are Deaf or Hard of Hearing and are fluent in American Sign Language.

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.

          Bullet Developing an Early Intervention Communication Plan and Achieving Effective Hearing Aid Use [A]

Participants will develop communication plans for infants and toddlers with hearing differences based upon provided scenarios in facilitated groups. The workshop will also uncover reasons why children remove or resist their hearing aids and what families can do to facilitate full-time hearing aid use. The importance of listening checks at different ages will also be addressed, as well as considerations for transition to preschool at age 3.

Objectives

Participants will be able to:

  1. Develop an Early Intervention Communication Plan for a young child who has a hearing difference.
  2. Describe to families who choose to use technology why full-time hearing aid use is important.
  3. Detail the developmental reasons why young children remove hearing aids at different ages.
  4. Discuss strategies and techniques for keeping the hearing aids on and verifying that they are functioning at different ages.
  5. Discuss the importance of appropriate transition to preschool at age 3, including independence with hearing aid skills.

Target Audience

Early Intervention service coordinators, providers, teachers of the deaf and hard of hearing, teachers of the visually impaired, early childhood education teachers, speech & language therapists, audiologists, special health care needs consultants, physical therapists, occupational therapists, nurses, and parents of infants and young children who are deaf, hard of hearing, deaf-blind or at risk for deaf-blindness

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.

          Bullet Early Childhood Teaching Pyramid Observation Tool (TPOT) Reliability Training [A]

This two day event will explicitly teach the components of the Teaching Pyramid Observation Tool (TPOT) in order to establish reliability among users. All participants are expected to observe a classroom observation video, complete and score the TPOT, and compare their results with the established values for reliability. Any participants not achieving reliability during this two day session will be expected schedule a follow up session.

Objectives

Participants will be able to:

  • Define the components of the Teaching Pyramid Observation Tool
  • Describe the process for completing a TPOT Observation
  • Accurately score a TPOT observation

Target Audience

PAPBS Facilitators and coaches supporting EC/EI programs that are members of the PAPBS Network.

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.

          Bullet Early Intervention Assessment for Children who are Dual Language Learners [A]

When evaluating the language skills of young children who are dual language learners, we need to consider new factors and select appropriate assessment tools. This workshop will review best practices such as critical linguistic history questions, collaboration with interpreters, and selection of appropriate measures. These best practices will help evaluators distinguish language delays from language differences in children ages birth to 5.

Objectives

Participants will be able to:

  1. Describe critical information to gather in linguistic history
  2. Compare and contrast a language delay and a language difference
  3. Determine the appropriateness of assessment tools for children who are learning both English and another language
  4. Summarize best practices for collaborating with interpreters

Target Audience

Infant/Toddler and Preschool Early Intervention Staff

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.

          Bullet Establishing Basic Skill Sets for Students with Autism Spectrum Disorders [A]

In order to address the needs of students with autism who present with limited or absent tact (labeling) and mand (requesting) repertoires, this training will cover conceptual skills and protocols necessary to establish basic skills sets for such students. Methods to teach the value of the earliest social interactions will be reviewed. Content will include specific teaching strategies relevant to an initial mand repertoire, initial imitation skills, basic listener responding skills, and early tact responses. A significant focus will be on the process of establishing early instructional control through shaping and pairing instruction with improving conditions for the student. Additionally, assessment and instructional practices related to the use of an object sort process for providing intensive teaching (discrete trial instruction) will be directly taught.

Objectives

Participants will:

  1. Acquire methods of interaction that facilitate students approaching and staying near adults
  2. Identify basic concepts and procedures for establishing early cooperative responding and instructional control
  3. Review assessment procedures that support identification of basic cooperative responding, selecting early instructional targets, and promoting response variability.
  4. Practice procedures for establishing initial mand skills.
  5. Practice skill sets involved in use of a materials sort approach to intensive teaching/discrete trial instruction
  6. Describe issues in the design of a balanced instructional program related to establishing a basic skill set for critical social-communicative behaviors

Target Audience

Educational team members serving students with Autism in sites supported by PATTAN Autism Initiative ABA Supports including teachers, para-educators, Speech and Language Professionals, School Psychologists, Behavior Specialists, Occupational Therapists, Administrators, Internal Coaches and others.

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.

          Bullet Intensive Skill Training in Applied Behavior Analysis for Teams Supporting Students with Autism [A]

This session will provide intensive training and analogue guided practice in teaching skills for applied behavior analytic interventions incorporating an analysis of verbal behavior. It is designed to meet the needs of teams who are participating in the PaTTAN Autism Initiative ABA/VB efforts. Focus will be on skills related to teaching students with autism and related developmental disorders. The three day training will involve having participants demonstrate skills related to identifying the verbal operants and other ABA concepts, developing classroom schedules and card sort systems for teaching, demonstrating procedures for intensive teaching (discrete trial instruction) and basic mand training skills. The session will include a brief overview of the VB-MAPP assessment tool and deriving student programs based on the assessment outcomes. Establishing instructional control and reducing problem behavior will also be discussed. Participants will be required to demonstrate acquisition of conceptual skills through brief oral and written assessments, complete brief homework assignments, and demonstrate implementation of various teaching protocols.

Objectives

Participants will:

  1. name verbal operants observed in a teaching session at a rate of at least 23 per minute during a one minute timing.
  2. pass a brief competency exam on basic behavioral concepts.
  3. demonstrate use of a card sort system to guide intensive teaching procedures for verbal operants.
  4. state basic procedures to establish instructional control.
  5. demonstrate the teaching protocol for basic intensive teaching of verbal operants including fast pace presentation of trials, mixed and varied instruction, effective use of variable ratio schedule of reinforcement, and fluent student responding.
  6. accurately state and demonstrate errorless teaching procedures for intensive teaching protocol.
  7. accurately state and demonstrate error correction procedures for intensive teaching protocol.
  8. demonstrate use of appropriate prompt procedures.
  9. demonstrate process of presenting mand trials including mand transfer trials.
  10. identify and complete basic data collection procedures including cold probe for intensive teaching targets, mand cold probe procedures, and mand frequency.
  11. develop example classroom schedules that provide adequate allotment of instructional responding in relation to critical verbal skills

Participant teams will develop a classroom schedule that includes dense schedule of instruction for critical language competencies.

Target Audience

New classroom teams and returning classroom teams participating in the PaTTAN Autism Initiative ABA/VB efforts (PA VB Project)

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.

          Bullet Intermediate and Advanced Verbal Programs for Students with Autism [A]

Extending instructional protocols to teach complex tact, intraverbal and listener responding repertoires for students with autism, this training will review protocols for teaching tacts of actions, two or multiple word component tacts, tacts and listener responding by feature, function and class, tacts of adverbs, adjectives, and prepositions, intraverbal webbing, responding to yes/no questions, . Additionally, the training will address the role of the tact in acquisition of other complex verbal skills such as responding to yes/no questions, use of the tact for intraverbal training, and use of joint control procedures as an aide in recall tasks. For each protocol, teaching procedures, and data collection will be reviewed. The session will include competency based activities. In order to obtain credit for this training, all participants much complete all competency activities.

Participants are expected to have mastered the content of the Intensive Skill Training on Applied Behavior Analysis for Students with Autism prior to registering for this training.

Objectives

  1. Procedures for delivering instructional protocols for advanced tact training including tacts of actions, two component tacts, tacts of feature function and class, tacts of adverbs, adjectives, and prepositions
  2. Use of joint control procedures to teach multiple component discriminations and responding to yes/no questions.
  3. Use of tact prompt strategies to teach intraverbal responding related to conversational skills

Target Audience

Consultants and internal coaches serving students with autism in sites supported by PATTAN’s Autism Initiative ABA Supports.

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.

          Bullet PA Leadership: Providing Equitable Access through Analysis [A]

In support of the Pennsylvania ESSA Plan and to provide access to a high-quality, well-rounded education, PDE will provide a series of professional development sessions entitled PA Leadership: Providing Equitable Access through Analysis. Leadership teams should consist of the Superintendent, Curriculum Coordinator, and a Principal. The professional development consists of four days during the 2018-2019 school year as outlined below. In consideration of the Superintendents, they are asked to participate in Day 1 only.

Objectives:

  • Day 1: WHY? (Superintendents, Curriculum Coordinators, Principals) - the importance of analysis as a CCR skill which is assessed on State Accountability tests, SAT, ACT, and consequently within the district’s curriculum
  • Day 2: WHAT? (Curriculum Coordinators, Principals)- the understanding of analysis and the need for instructing analysis
  • Days 3/4: HOW? (Curriculum Coordinators, Principals) - the creation of a local plan of action, examination of instructional resources and curriculum to provide a continuous and coherent plan of teaching and learning

Target Audience:

Superintendents, Curriculum Coordinators, Principals

          Bullet School District/Charter School Cyclical Monitoring Training [A]

This training is for those school districts and charter schools who are being monitored in the upcoming school year. It will provide participants with an overview of the federally mandated components of the Special Education Cyclical Monitoring for Continuous Improvement process, involving a walk through of the documents, the process in its entirety, procedures and outcomes.

Objectives

Participants will:

  • Use all of the components of the special education cyclical monitoring for continuous improvement process including:
    • Web-based submission of the required documents
    • Facilitated Self-Assessment
    • Administrative Interview
    • Classroom Observations
    • Parent Interviews
    • Teacher Interviews
    • Student Interviews
    • File Review
    • Educational Benefit Review
    • Corrective Action Verification Process
  • Arrange required documents and scheduling required for on-site monitoring visit.
  • Produce necessary and data forms

Target Audience

School district employees, IU employees, charter school employees, consultants, administrators.

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.

          Bullet See-the-Sound Visual Phonics: Making Phonemes Visible to Students [A]

This training is intended for Pennsylvania teachers of students who are Deaf or Hard of Hearing K-12. Other educators who would benefit from this training are Educational Interpreters, and Speech-Language Pathologists working with children whose teachers are also using visual Phonics.

See the Sound/Visual Phonics is a multi-sensory approach to teaching reading, language, and writing skills. It is a system which associates each sound in our language with a hand signal and graphic symbol. See the Sound/Visual Phonics links speech sounds to our other senses in a natural progression. The mouth movements for each phoneme are then mirrored in a hand gesture. The gesture in turn is reflected in a written symbol. See the Sound/Visual Phonics fixes the movements, which triggers better memory. It has been used successfully with students who are deaf or hard of hearing as well as students with learning disabilities, speech and language problems.

Objectives:

  • Identify the visual phonic hand prompts and written symbols
  • Produce the visual phonic hand prompts and written symbols
  • Describe a student literacy activity that incorporates visual phonics
  • Discuss strategies for teaching Visual Phonics to students learning to read
  • Describe ways to apply the use of Visual Phonics to a variety of types of learners and learning styles

Target Audience

Pennsylvania teachers of students who are Deaf or Hard of Hearing K-12, Educational Interpreters, and Speech-Language Pathologists

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours.

          Bullet Teaching with PVAAS: Classroom Edition

In this highly interactive advanced course, participants discover how they can use student growth data to inform instructional decisions. Through hands-on group activities, teacher teams work collaboratively through simulation data to discuss instructional practices, strategies for supporting students, departmental collaboration, and personal professional growth.

Objectives

Participants will be able to:

  • Define and understand the value of PVAAS data
  • Incorporate PVAAS data into professional learning teams
  • Utilize growth data to help support students’ needs
  • List three ways today’s skills can be integrated into personal practice

Target Audience

General educators, special educators, paraprofessionals.

To maximize learning outcomes, the PVAAS Educator Support Specialists highly recommend that teams of teachers attend together, if possible, to engage in this course as a shared experience.

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.

          Bullet Tools for Your Speech Language Toolbox: Place Voice Manner Charting and Intelligibility Measures [A]

Diagnostics are the key to appropriate identification and dismissal of students from speech language services. There are many tools that are used in an effective assessment. Two tools that are useful for SLP to determine a student’s current level of functioning and to plan intervention or dismissal are place voice manner charting (PVM) and intelligibility measures. Use of PVM charting is a quick way to determine the skills in a student’s sound system and to reflect upon these skills in order to select evidence based treatment methods. In addition to PVM analysis, taking intelligibility measures is a quick and effective way to assess the student’s communication skills. This session will be hands on practice to effectively take data utilizing these two methods and how to document the data appropriately.

Objectives

Participants will:

  1. State 3 diagnostic uses for intelligibility measures.
  2. Complete 3 intelligibility measure calculations with less than one error.
  3. Complete 2 PVM charts based on a case studies.
  4. State 3 places that PVM charting and intelligibility measures are documented in a student’s IEP and other paperwork.

Target Audience

Speech-Language Pathologists

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.


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