Program Evaluations
(2-4 days / 2-4 trainers depending on district needs)

Evaluations are intended to be used to support a process that includes:

  • Assessing the quality of a school district’s instructional programs and practices in the areas of literacy, behavioral supports and interventions; and delivery of special education services.
  • Determining priority need areas.
  • Prescribing and planning activities to change practices and improve outcomes for students with disabilities.

Inclusive Practices Model Training – Ongoing Technical Support
(2 ½ days / 2 trainers) (Ongoing customized technical assistance)

This 2.5-day training seminar will carefully examine the four major components stakeholders need to create operable, successful inclusive environments. In this seminar, trainers will discuss the following topics:  effective staffing, changing systems and the law, aligning instruction, and the means for increasing collaboration.  The last half day of the seminar will be dedicated to 1) developing a concise yet comprehensive assessment of individual school practices as they relate to Inclusive Education and 2) creating a ‘needs assessment’ and ‘action plan’ for future growth.

**We recommend targeted technical support for all school teams that have attended this training and implemented the Inclusive model.  Year-1 support will consist of 3 on-site technical support days.  Year-2 will consist of 2 targeted, on-site days of technical support.  Schools can request additional technical assistance, as needed or desired.

CARE Tutors Provide ABA Therapy for Many DisabilitiesDisability Awareness ~ Understanding the Special Needs Child
(1 day / 2 trainers)

This proposed interactive training will provide an overview of the certification areas for special education and general characteristics and needs of students’ with these disabilities. The desired goal will be to develop awareness and empathy for students with disabilities and the impact disabilities have on their daily academic and social interactions. . Parent and paraprofessional training is also available in this area.

Autism – Understanding the Spectrum of Autism
(1 day / 2 trainers)

With the significant increase in the numbers of students with Autism over the past few years, adults working with these students must understand the impact this disability has on all areas of their lives. The proposed training is formatted much like the General Disability Awareness training, hands-on and interactive, but specifically highlights characteristics of students with Autism. Parent and paraprofessional training is also available in this area.

Creating Well-balanced Physical Environment for Student Success
½ Day (3.5 hours)/ 2 Trainers (technical assistance component to be determined)

Staff in all areas of the building should be mindful of intentionally setting up their area to enhance educational focus through the use of appropriate colors, limited patterns, and appropriate levels of visual stimulation. This training, based on cutting edge research, will challenge teachers and staff to look closely at the classroom and building environment, as they answer two guiding questions when planning the learning environment. How does the item add to the overall balance of my classroom/ space? What is the instructional purpose of this item? Current research showing the impact of over-stimulating environments on student’s learning and behavior will be shared. Participants will be asked to plan steps for setting up brain compatible learning environments. A technical assistance component of this training is also available where the trainers work directly with staff designing the classroom environment to enhance learning and behavior.  . Parent training is also available in this area.

Embedding Positive Behavior Strategies and Supports in the Classroom for Student Success
½ Day (3.5 hours)/ 2 Trainers (technical assistance component to be determined)

This training will focus on creating classrooms and schools  that promote student success through positive behavior supports, intentional environment structures, , authentic relationships, and directly teaching routines, expectations, and procedures.  Focus is on pro-active supports, positive common language//expectations and visuals throughout the building, logical consequences, teaching problem solving skills, and the idea of “picking your battles” as you come along side students for their success. The use of sensory tools and positive strategies are modeled.  The forum will stress the importance of setting high expectations for all learners and the benefits of cultivating a positive group culture in the classroom and throughout the school building. A technical assistance component of this training is also available where the trainers work directly with teachers modeling the strategies and tools and assisting in their implementation into the classroom routine. Parent and para-professional training is also available in this area.

Understanding AD/HD and Application of Instructional Strategies
½ Day (3.5 hours)/ 2 Trainers (technical assistance component to be determined)

This proposed interactive training, founded on recent brain research, provides an overview of the neurological structure of the AD/HD brain, includes discussion of the 3 types of AD/HD, and offers practical strategies to positively impact students with AD/HD.  Attendees will gain a new awareness of the AD/HD student’s life and challenges as well as concrete strategies to implement immediately.

A technical assistance component of this training is also available where the trainers work directly with teachers modeling the strategies and tools and assisting in their implementation into the classroom routine. Parent and paraprofessional training is also available in this area.


Understanding Sensory Processing and Implementing Sensory Strategies Within Your Classroom
½ Day (3.5 hours)/ 2 Trainers (technical assistance component to be determined)

This proposed training, founded on recent brain research, provides an interactive and hands-on explanation of Sensory Processing and an overview of programs that utilize these techniques to help students self-regulate and manage behavior.  Trainers will explore a variety of strategies, and their supporting resources, easily incorporated into any structured environment. A technical assistance component of this training is also available where the trainers work directly with teachers modeling the strategies and tools and assisting in their implementation into the classroom routine.

Parent and paraprofessional  training is also available in this area.

shutterstock_220657897Understanding and Implementing Accommodations and Modifications for the Special Needs Child
(1 day / 2 trainers)

The proposed training will discuss the important differences between accommodations and modifications to curriculum for students with special needs. This training is hands on and interactive.  Trainers will provide and highlight specific examples of differentiating content to meet the needs of the special needs learner.

Differentiation & Instruction
(2 days / 2 trainers)

The proposed training will provide participants with a working knowledge and practice with the guidelines, tools and strategies for differentiating the four classroom elements (Content, Process, Products, Learning Environment) based on student readiness, interest, or learning profiles:

Kindergarten/Early Childhood – Social Skills/The First 20 Days of School
(1 days/ 2 trainers)

This training will focus on the early learning environment and the development of the young learner.  Embedding the direct teaching of social skills and creating a positive classroom environment will be highlighted. The importance of establishing a balance between between strategies that are developmentally appropriate for the young learner and current curricular expectations will be explored. Participants will learn strategies to enhance independence and self-advocacy in their young students.


Effective Use of Paraprofessionals to Facilitate Student Independence
(1 day/ 2 trainers)

This proposed hands-on and interactive training will focus on the paraprofessional’s requirement to facilitate student independence.  The key audience will be teacher-paraprofessional teams; however, both teachers and paraprofessionals will individually benefit from the discussion of strategies that scaffold student independence and self-advocacy skills.  Trainers will highlight the role of the paraprofessional; teacher-paraprofessional relationship dynamics, guidelines for student and parent interaction; and useful student-focused, age-appropriate strategies and tools.

Specially Designed Instruction
(1 day/ 2 trainers)

The proposed training will define the specifics of Specially Designed Instruction and highlight its direct link to IEP planning and processes, and stress the importance of defining a student’s disability-related needs.   This hands-on, interactive training will keenly focus on the relationship between regular education and special education, and address the question of: What is “special education” in the world of Early Intervention (EI) and RTI?  

Guiding the IEP Writing Process
(2 days / 2 trainers)

Federal guidelines governing the IEP process will be a key focus of the proposed training.  Trainers will guide educators and administrators through the maze of forms and processes involved in the IEP process, and prepare them to write an effective and legally binding IEP.  Finally, trainers will highlight the strategic importance of involving parents as active members of the IEP team.  

The Process of RTI – Training and Implementation
(2-3 days/ 2 trainers)

This three-part phase of the proposed training focuses on the “Response to Intervention” school-wide process.

  • Part 1:  Trainers will an overview of the RTI process and vocabulary.
  • Part 2:  Trainers will discuss and review Tier 1 Interventions specific to the area of need established through a review of the district’s AYP standings.  
  • Part 3:  Trainers will guide and train stakeholders to use the district’s student data for identification, scheduling of RTI block time, and planning and implementation guidelines in establishing Tier 2 and Tier 3 interventions.

CARE ABA Tutor working with childGrading For Students with Disabilities/Student Performance Assessments
(2 days / 2 trainers)

The proposed training will address the relationship of the teaching cycle– Pre-Assessment, Establish Goals, Deliver Instruction, Post-Assessment, Adjust Instruction–based on student performance and how it effects the reporting of student progress when instruction has been designed (accommodated or modified) to meet the disability-related needs of the student.  We will share different types of performance assessments/probes easily administered by the classroom teacher and styles of grading formats. The training will also highlight the importance of authentic and reliable data.

Gesell Maturational Assessment and Training
(1 day / 1 to 2 trainers (option of individual child evaluations/ one hour per child)

This proposed training will provide districts with an overview of this comprehensive tool to assess a students developmental age and (specifically) Kindergarten readiness and how teachers can use the data gained, for effective planning of instruction and intervention.  The Gesell Maturational/Developmental Assessment Test (MAT) which evaluates motor and adaptive skills, language, and personal-social behavior in children 2.5 – 10 years of age, will be highlighted. The district has the option of utilizing our trained examiners to administer this one-hour assessment in a one-on-one setting..  

Kindergarten Readiness/ Ages and Stages
(Evening parent meeting with 1 day training for teachers / 1 trainer)

The proposed research-based training will address many of the questions and concerns educators and parents have about a student’s school readiness and proper placement. Focusing on the research supporting basic growth and development, and the notion of sending the “whole child” to school, we evaluate 1) the rigors of the academic setting and the task of determining appropriate classroom structures; 2) positive behavior supports embedded in daily curriculum; and 3) appropriate design settings for children entering Kindergarten.

Environmental Rating & Assessments (Harms /Clifford) ITERS/ECERS-R
(1 day training with 2 + days for evaluation of classroom environment / 2 trainers)

The proposed training will focus on incorporating specific guidelines (including organizing space, activities, schedules, and curriculum for children, and provisions for staff and parents) to give a comprehensive picture of the quality of care and education of young children and students.  Evaluation of environments, specially designed structured training to address environmental needs can be provided for Infant through High School Classrooms.  After receiving training in the ITERS/ECERS-R rating and evaluation scale, participants will be skilled in classroom self-assessment, program monitoring, program evaluation, and implementing program improvement.

Co-Teaching in the Inclusive Setting
(2 days/ 2 trainers) (Ongoing customized technical assistance)

This 2-day, comprehensive training seminar that will establish a common understanding of the co-teach model, discuss the various co-teaching configurations, and explain the tools necessary to implement and evaluate an effective co-teaching program. Participants will learn that the co-teach model is a highly effective system that allows general and special educators to differentiate and deliver instruction with a reasonable assurance that all students will receive full access to grade-level expectations in the general education setting.  


Peer-to-Peer Training (Staff and Student Peer Supporters)
(1-2 days / 2 trainers)

Part-1 of this two-part training seminar will begin by defining peer support, cooperative learning, and peer tutoring strategies, and then offer a step-by-step planning guide to implement a peer support program to benefit students with moderate to sever disabilities.  Part-2 will identify and specifically outline the process and materials for training peer supporters.  Educators and other staff members who complete this 2-part training seminar will discover how peer supports are a “two-way street”, boosting academic outcomes, social skills, and self-esteem of students with disabilities and the peers who support them.  

The Neglected Child: Recognize, Respond, Prevent
(1 days / 2 trainers)

This proposed interactive training will focus on identify the six different types of child neglect by developing a foundational understanding of child neglect and the levels of severity. Tailored for school personnel this training will review the procedures to establish suspicion and properly report potential cases of child neglect. Through activities and discussions with their colleagues, participants will gain an understanding of the concepts presented and how these concepts apply to the participants current role in the district.