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Welcome to the NSSED Professional Development web page! Flyers for workshops are accessible directly from this webpage and can be found simply by clicking on the title of the workshop. Online registration is now available. You may also register by
calling the NSSED Workshop Hotline (847-831-5100 ext. 2201). Please be sure to take the time to register for a session in advance. If you are unable to make a session that you have previously registered for, we appreciate you taking the time to let us know.
NSSED and member district staff and parents attend workshops free of charge. For a list of our member districts, click here. If you are not an NSSED or member district staff member and are interested in attending a workshop, please call or e-mail Mary Kober at mkober@nssed.org (847-831-5100 ext. 2201) for information on costs.
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Please click on the title of the workshop to access the flyer containing additional information.
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ACADEMIC |
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University of Kansas Strategic Instruction Model: Sentence Writing Strategy
(Grades 4-12)
Date: Tuesday, September 28, 2010
Target Audience: General/special education teachers and support staff can deliver this instruction.
*You can attend the morning only or the morning and afternoon. The morning Fundamentals training is required for the proficiency strategy.
**If this is your first SIM strategy training, please indicate with your registration response. An overview will be provided before the formal session you are attending.
Description: The Sentence Writing Strategy is comprised of two instructional strategies, Fundamentals and Proficiency. Both strategies offer scaffold instructional approaches to help students improve their writing and their understanding of simple, compound and complex sentences.
The Fundamentals is for students writing at a primary level and the Proficiency is focused on student’s grades 4-12. They are researched-based strategies that can be used as part of the core curriculum, Tier 1, or as strategies implemented alone or with other written language interventions at Tiers 2 and 3.
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Improving Adolescent Literacy: The Pivotal Role of Structured Engagement and Academic Vocabulary Kevin Feldman (Middle School/High School)
Date: Wednesday, October 6, 2010
Description: The session will include research support for teaching literacy in all academic areas, demonstration of successful strategies that accelerate literacy and sharing of resources to explore beyond the workshop day. The strategies and examples presented will be focused on middle/high school students.
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Teaching Vocabulary Through Active Engagement in Instruction (Grades K-5) Kevin Feldman
Date: Thursday, October 7, 2010
Description:The session will emphasize the importance of teaching vocabulary utilizing text, multiple meanings and interpretations. Explicit vocabulary instruction is the cornerstone for students’ understanding of content. The strategies and examples presented will be focused on students in grades K-5.
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Teaching Verbal Behavior in a Classroom Setting
Date: Thursday and Friday, October 14 & 15, 2010
Target Audience: Special education classroom teachers, teaching assistants, school administrators, psychologists, diagnosticians, speech pathologists, occupational therapists, physical therapists and others.(Prior attendance at the Introductory Workshop is encouraged for maximum benefit.)
Description: This is a 2-day hands-on workshop for educators. The purpose of the workshop is to prepare educators to establish a classroom environment consistent with ABA principles that emphasizes the teaching of verbal behavior. The participants will view videotape examples of teaching methods. In addition, important information related to organization of the classroom, group ABA instructional methods, scheduling of 1-1 intensive teaching sessions, training of classroom assistants, ordering of required materials and other school-related topics will be discussed.
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SRA-Corrective Reading Overview Training
Date: Wednesday, October 20, 2010
Description: Corrective Reading provides intensive reading intervention for students in Grades 3-Adult who are reading below grade level. This Direct Instruction reading intervention program delivers tightly sequenced, carefully planned lessons that give struggling students the structure and practice necessary to become skilled, fluent readers and better learners. Four levels for decoding plus four for comprehension address the varied reading deficits and skill levels found among older students. This session will overview the program and will provide many opportunities for practice delivering the program.
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University of Kansas Strategic Instruction Model: Paragraph Writing Strategy
(Grades 4-12)
Date: Wednesday, October 27, 2010
Target Audience: Previous training in the SIM Sentence Writing is recommended. If this is your first SIM strategy training, please indicate with your registration response. An overview will be provided before the formal session you are attending.
Description: This strategy is an easy-to-use scaffold approach to help students improve paragraph writing. It includes prewriting ideas related to a topic, plus panning the point of view, verb tense, and sequence of ideas. Students also learn how to write a variety of detail and clincher sentences as well as the types of paragraphs (narrative, expository, and compare/contrast).The Paragraph Witting Strategy is a researched–based instructional strategy that can be used as part of the core curriculum, Tier 1, or as a strategy implemented alone or with other written language interventions at Tiers 2 and 3. The strategy can be taught to students in grades 4-12 by general/special education teachers and support staff.
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- People Skills - Ridge Training (Tuesday & Wednesday, November 16 & 17, 2010)
- SRA-Reading Mastery Classic Edition (Thursday, November 18, 2010)
- University of Kansas: Theme Writing Strategy Grades 4-12 (Thursday, December 2, 2010)
- University of Kansas: Error Monitoring Strategy Grades 4-12 a.m. session (Thursday, January 6, 2011)
- University of Kansas: Essay Test Taking Strategy Grades 4-12 p.m. session (Thursday, January 6, 2011)
- SRA Language for Learning: Overview Training (Tuesday, January 25, 2011)
- Anita Archer: Study Skills & Writing (Monday, Tuesday, Wednesday & Thursday, February 7-10, 2011)
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BEHAVIOR / SOCIAL EMOTIONAL |
| Nonviolent Crisis Intervention *** CLOSED ***
Date: Thursday, September 23, 21010
Description: Through participation in this program, you gain a practical, common-sense approach for identifying behaviors that can escalate into full-blown crises. Using these behaviors as a framework, the training program focuses on prevention, stepping you through a series of simple yet powerful nonverbal and verbal techniques that enable you to effectively defuse mounting hostility. Nonviolent Crisis Intervention® training demonstrates how you can use empathic listening skills, verbal intervention strategies, and limit-setting techniques to calm hostile and agitated individuals. If verbal hostility turns into physical aggression, the safe, organized approach to intervention presented in this program shows you when—and how—to use physical intervention to maximize the safety of all involved. You also learn how to re-establish communication with the individual after the crisis is over, thereby creating the opportunity for constructive change to occur.
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Nonviolent Crisis Intervention-Refresher *** CLOSED ***
Date: Thursday, September 23, 2010 ( a.m. session)
Target Audience: Session may be attended only by those who are certified in Non Violent Crisis Prevention Intervention
Description: Through participation in this program, you gain a practical, common-sense approach for identifying behaviors that can escalate into full-blown crises. Using these behaviors as a framework, the training program focuses on prevention, stepping you through a series of simple yet powerful nonverbal and verbal techniques that enable you to effectively defuse mounting hostility. Nonviolent Crisis Intervention® training demonstrates how you can use empathic listening skills, verbal intervention strategies, and limit-setting techniques to calm hostile and agitated individuals. If verbal hostility turns into physical aggression, the safe, organized approach to intervention presented in this program shows you when—and how—to use physical intervention to maximize the safety of all involved. You also learn how to re-establish communication with the individual after the crisis is over, thereby creating the opportunity for constructive change to occur.
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Teaching Verbal Behavior in a Classroom Setting
Date: Thursday and Friday, October 14 & 15, 2010
Target Audience: Special education classroom teachers, teaching assistants, school administrators, psychologists, diagnosticians, speech pathologists, occupational therapists, physical therapists and others.
(Prior attendance at the Introductory Workshop is encouraged for maximum benefit.)
Description: This is a 2-day hands-on workshop for educators. The purpose of the workshop is to prepare educators to establish a classroom environment consistent with ABA principles that emphasizes the teaching of verbal behavior. The participants will view videotape examples of teaching methods. In addition, important information related to organization of the classroom, group ABA instructional methods, scheduling of 1-1 intensive teaching sessions, training of classroom assistants, ordering of required materials and other school-related topics will be discussed.
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