Videos

Participants will expand their knowledge of the science of reading and apply that knowledge via the adoption and sound implementation of evidence-based practices. They will also enhance core reading instruction and align increasingly intensive supports and services across tiered providers using a problem-solving process grounded in equitable access and that includes an emphasis on meaningful family engagement.

How can you discuss with an employer how equipment might be used, how it will be paid for, and who might be of assistance in making this work? Join us to hear about communication with potential employers about the successful use of Assistive Technology while on the job. More and more job seekers are using Assistive Technology to be as integrated, communicative, and productive as possible in the workplace. Assistive Technology can tool-up the workforce and assist each employee to have the equipment they need to succeed. People with speech or communication difficulties can use voice generating devices. People who need more support with organizing and prioritizing their work can use handheld devices and apps. People who can’t read get information through pictures or recorded information. These and more scenarios will be presented and discussed. With technology, businesses can be accessible to all sorts of employees and customers alike. It can leverage the talents of many types of workers and create a welcoming and inviting customer experience.

Transition 101 for SLPS Module 4: The World At Large

This video presentation by Joan Sedita is part of a PaTTAN book study series. This five-week series focuses on the components of the Writing Rope and the integration of effective writing instruction into content teaching with the combined goals of improving students’ writing ability and content learning. In this first book study session Joan Sedita reviews and elaborates on Chapter 1: Introduction to the Writing Rope and Chapter 2: What Do We Know About Effective Writing Instruction. Link to materials: https://drive.google.com/drive/folders/1f6xQSsptgpxnRhMDDr37c0Vv87odR0Kx?usp=share_link

In this session, participants continue to develop the knowledge and skills necessary to improve writing instruction for students who are deaf or hard of hearing. Phases of genre-specific writing instruction, such as learning about genre, evaluating genre, and writing genre, will be discussed. Because students who are knowledgeable about text structure, recall and write text better than others who aren’t, this session will highlight the importance of making text structure for the genres of narrative, informational/explanatory, and opinion/argumentative writing visually explicit.

This webinar continues the examination of writing instruction for students who are deaf or hard of hearing by examining the micro-structures of writing. Components of micro-level writing, including handwriting, spelling, vocabulary, and sentence structure will be discussed with emphasis on instructional strategies for linking micro-level and macro-level structures through the use of “writing warm-ups.” Sentence stems and organizational frames will also be presented as instructional scaffolds to help bridge micro- and macro-level writing.

In this session, participants will develop the knowledge and skills necessary to improve writing instruction for students who are deaf or hard of hearing. Topics include how to prepare students for writing, explicitly teach the writing process, and motivate students to write. As part of this workshop, participants will discuss the importance of defining the phases of the writing process. Materials selection and the use of graphic organizers and writers’ notebooks will also be addressed.

This 52-minute video features a session at the 2016 PBIS Implementer's Forum. State wide and school wide implementation are addressed and RENEW is defined as a tier 3 intervention. The process of RENEW is briefly described and then three youth share their experience and outcomes relative to the RENEW process.

Using screening data, LEA’s can assess the “health” of core instruction (Tier 1) relative to the needs of students and mobilize powerful methodologies for enhancing core instruction for all students. This session provides practitioners with a hands on approach for analyzing screening data to inform Tier 1 and accelerate the reading and math growth of all students using robust class-wide interventions.

This presentation will focus on the practical management of behaviorally disordered/emotionally disturbed students. These students are frequently referred to as "tough kids" because they exhibit strong behavioral excesses such as arguing, noncompliance, and aggression while at the same time they possess significant behavioral deficits in self-management (rule-governed behavior), social skills, and academic abilities. This presentation will review what causes "tough kid" behavior, how to practically assess it, and strategies to remediate it. An emphasis will be placed on proactive strategies and positive behavior management interventions, such as Mystery Motivators, the "Sure I Will" program, the "Yes and No" classroom management program, reward spinners, a whole-school positive discipline program (Principal's 200 Club), and several more. Strategies to decrease the behavioral excesses of noncompliance and arguing will include differential attention, "What If" charts, effective classroom rule design, precision requests, and a variety of practical reductive classroom interventions. In addition, information will also be presented on how to get other people, such as parents and other educators, to follow through with and implement these techniques. There will also be an introduction of two new programs, the Tough Kid Bully Blockers program and the Superheroes Social Skills Program for High-Functioning Autistic Children. All the strategies to be presented will be research-validated interventions that can be efficiently implemented in classrooms at low cost.