Archived Information

Educator Services Teaching & Learning Curriculum Resources
2009 Professional Development Institutes

Special Education

Special Education Leadership Academy I for New Administrators (1-5 years)

For Special Education Administrators of Record with 1 - 5 years of experience
Prerequisites: None

This eight day Institute teaches 21st century proactive leadership skills to ensure positive outcomes for students with disabilities. Through a series of workshop sessions, small group activities, facilitated cracker-barrel sessions, on-line discussions, outside assignments and a workshop binder filled with useful materials, participants form a Professional Learning Community. This PLC provides a supportive environment to assist participants with effective implementation of IDEA and the myriad of highly complex tasks and challenges they face. Major topics include: leadership of State and Federal special education of laws, regulations, policies and procedures; program design and improvement; budget development, presentation and management; data collection and analysis; staff recruitment, retention and professional development; and dispute resolution.

Special Education Leadership Academy II for Experienced Administrators (Over 5 years)

For Special Education Administrators of Record with more than 5 years of experience
Prerequisites: None

This academy will provide experienced special education administrators the opportunity to develop leadership skills as transformational leaders and change agents within their school system in order to contribute to positive educational outcomes for students with disabilities and their families. Topical focus areas will include effective leadership in instructional program design and improvement, data collection and analysis for decision-making, state and federal laws and regulations, fiscal administration and management, staff recruitment and retention, and access to the general education curriculum. Participants will plan and implement a local project to address an identified organizational problem or systems change issue. Instructional practices will encourage active participation and the application of theoretical constructs, research, and leadership skills to the practical day-to-day contexts in which participants are working. Total of 6.5 days including the 3.5 day summer academy and three daylong follow-up sessions.

Occupational Therapy Services in Educational Settings

For occupational therapists and occupational therapy assistants at all grade levels.
Prerequisites: Must work in a Massachusetts public school

This institute will address the competencies critical for providing effective occupational therapy services in school settings. Participants will be empowered to provide educationally relevant services consistent with policies governing school practice. Content includes the role of occupational therapy, laws and regulations, workload management, the assessment process, effective documentation, planning and implementation of services, and team collaboration. Participants will learn to utilize on-line resources to inform their practice. There will be ongoing opportunities for collaborating with therapists from other districts. This institute includes 6 days of on-site instruction, eight or more hours of on-line learning, and completion of a project in the fall.

Strategies for Students with Sensory Integration Dysfunction in an Inclusive Classroom

For General and special educators, related service providers, and paraprofessionals working in Massachusetts public elementary and secondary schools with students with disabilities. Preference will be given to teams of two from the same building. One member of each team should be an occupational therapist or occupational therapy assistant.
Prerequisites: None

This institute will provide an overview of sensory integration and sensory processing disorders. Participants will learn about the different senses, including the vestibular and proprioceptive senses, and how sensory integration plays an important role in student's learning styles. In addition, participants will learn how to identify and implement classroom strategies for the student with a sensory processing disorder to assist the student in successful participation in school. Participants will be empowered to provide educationally relevant services consistent with policies governing school practice. Participants will learn to access on-line resources to inform their practice. There will be ongoing opportunities for collaborating with participants from other districts.

This institute includes 6 days of on-site instruction, eight or more hours of on-line learning, and completion of a project in the fall.

Topics in Teaching Literacy to Students who are Deaf or Hard-of-Hearing

For Teachers of the deaf or hard-or-hearing and other educators working with students who are deaf or hard-of-hearing; all grade levels
Prerequisites: None

This topics institute will introduce different perspectives on reading and writing processes in deaf children using a seminar approach. Topics include current practices in how grammar analysis supports learning in children, (Dr. Diane Larsen Freeman, Distinguished Senior Faculty Fellow, School for International Training). The second topic is an examination of fingerspelling and its importance to literacy in the classroom (Dr. MJ Bienvenu, Gallaudet University), and the final topic is an overview on using technology to provide access to the general curriculum as well as to positively impact the print literacy needs of beginning and challenged readers (Ms. Patricia Weismer, currently at Wellesley Public Schools, former teacher at Perkins School for the Blind). The proposed content will provide a variety of strategies, assessment, and opinions that teachers can use to increase instructional understanding to determine their students' strengths and needs and to improve their students' literacy efforts.

Mathematics and/or Science and Technology: American Sign Language (ASL) and Other Signed Systems

For Experienced educational interpreters and teachers working with deaf or hard-of-hearing students in secondary school level classrooms, grades 7-12.
Prerequisites: None

This institute is designed to further participants understanding of ASL structure, translation and interpreting theories, and effective techniques for conveying mathematics and science concepts in the classroom. In addition, this institute will include opportunities for individualized feedback tailored to enhance performance on the EIPA (Educational Interpreter Performance Assessment), state screening or NIC exam. Participants will leave the institute with a clear plan for ongoing professional development.

Sustaining Braille Proficiency of Licensed Teachers of Students with Visual Impairments

For Licensed Teachers of Students with Visual Impairments or blindness currently working in Massachusetts' schools Pre-K to 12th grade.
Prerequisites: None

This Institute will continue last year's focus supporting Teachers of Students with Visual Impairments (TVI) with issues pertaining to Braille proficiency. The opportunity to revisit proficiency relating to literary Braille will be expanded to the Nemeth Braille code for mathematics and science notation. Participants familiar with the multimedia programmed instruction "Sustaining Braille Proficiency" will be given access to the university's latest curriculum achievement, "Establishing Proficiency in the Nemeth Code for Mathematics and Science Notation." Those attending for the first time and needing support related to the literary code will be accommodated. The institute will utilize group dynamics while supporting the individualized licensed TVI with state of the art technologies and resources that will best meet their personal Braille literacy needs. The Institute will be designed with 21 hours of structured classroom content including a review of mathematics curriculum for teachers July 8th, 9th, 10th . Participants will complete the online curriculum through the remainder of the summer into the fall. An additional 17 hours of online support will be scheduled to keep the group connected and advancing the designed curriculum. Having completed the online component, the group will re-convene on October 30th to review the effectiveness of the curriculum, measure the impact and update the group on national and regional developments in Braille literacy and math education. (28 hours direct and 17 hours online)

Assessing English Language Learners (ELL) with Disabilities

For School personnel involved in the special education evaluation process, including special educators, diagnosticians, school psychologists and speech/language pathologists; all grade levels
Prerequisites: None

This institute will focus on research-based professional development for 25 Massachusetts educators involved with assessment who will learn together how to better identify and implement sound evaluation procedures and assessment measures for students with disabilities who are ELL. The ultimate goals are: (1) to reduce over-identification and over-representation of linguistic minorities in Special Education; (2) to increase the number of assessment professionals who are better qualified and who can improve the assessment practices used with ELL students; and (3) to improve pre-referral practices.

Managing Behavior in an Inclusive Classroom

For Teachers, administrators and paraprofessionals working in inclusive settings. Priority will be given to teams of general educators, special education staff, paraprofessionals and administrators who share responsibility for supporting students with challenging behaviors.
Prerequisites: None

The purpose of the Institute is to learn evidence-based practices for assessing, planning and implementing individual, classroom and school-wide positive behavior supports. Positive behavior support has multiple strands, including strategies for utilizing an effective functional behavioral assessment (FBA), implementing an individual behavior support plan, and fostering a positive classroom and school climate. The Institute will also address effective instructional, curricular and assessment methodologies and systematic procedures for influencing behavior as well as existing Federal and State laws and regulations. Participants will have the opportunity to learn new skills and apply this knowledge in their own settings. Course requirements include online discussion (2 hours in the summer, 3.5 hours in the fall), brief written assignments and a final project.

Effective Evaluation of Special Education Programs

For Special education administrators of public school districts and charter schools, executive directors of educational collaboratives or executive directors approved private special education schools. Teams of 2-3 are recommended.
Prerequisites: None

This institute will focus on building the capacity of special education directors and district teams in evaluating a component or service of their special education programs. As a result of participating in the 5.5-day Institute, team members (team of 2-3 strongly recommended) will gain increased ability to design and conduct program evaluations that inform school/district decision makers about their programs, build buy-in for the programs among participants, engage colleagues in collaborative study and learning that focus on programs they undertake to improve student outcomes, and document lessons learned and accomplishments. Through large and small group work, participants will actively engage with the collaborative evaluation process, using the print and web-based guide and materials developed by the presenters, Collaborative Evaluation Led by Local Educators (www.neirtec.org/evaluation/).

Language and Expository Discourse

For Educators (i.e. special education teachers, general education teachers, speech language pathologists, and administrators) responsible for improving the expository communication skills for students in the academic environment. Preference will be given to teams of two from the same building. Individual registrations will be considered. All grade levels.
Prerequisites: None

This Institute (5 days face-to-face; 16 hours online) focuses on enhancing language skill development--listening, speaking, reading, and writing--to improve academic performance. Participants will learn about typical and atypical language skill acquisition, the foundation language skills necessary to engage in effective expository discourse, and research-recommended best practices for developing skill and fostering success in the classroom. The face-to-face portion of the Institute will provide the foundation for implementing classroom strategies in the fall; the online portion of the Institute will focus on developing a collegial community to discuss the successes, challenges and efficacy of implementing the strategies in the classroom.

Access to Print: A Framework for All Learners (two sections)

For teachers in Grades K-12, Special Education service providers, technology directors/coordinators
Prerequisites: must be computer literate, have access to an Internet-connected computer, and have a MassONE account.

This online course will help participants take advantage of new legislation, technologies, and resources that enable schools to provide accessible instructional materials for students with print disabilities. The course will also cover ways to integrate these instructional materials (primarily digital text and audiobooks), along with assistive technology, throughout students' instructional programs.

Lesley University in collaboration with The Education Cooperative, the Hampshire Education Collaborative, the Northeast Regional Center for Vision Education at the Institute for Community Inclusion University of Massachusetts Boston, and TECedge will help educators and their districts increase their understanding and utilization of effective strategies, policies, and procedures that ensure timely access to and use of accessible instructional materials for students with print-based disabilities. Leveraging the principles of universal design, culturally responsive instruction, and inquiry-based learning, participants will also be able to apply their new knowledge in ways that productively impact teaching and learning for their broader school community. Optional 3 graduate credits are available from Lesley University ($150 per credit plus $30 registration fee).

Special Education Leadership Seminar I: Going from Good to Great

For Teachers in Grades x-x
Prerequisites: Must have been a participant in a Special Education Leadership Academy I in a prior year (2004-2008)

The seminar will provide opportunities for participants to reconnect with their Academy colleagues and provide opportunities for participants to share effective practices, policies, strategies and/or products. Participants will be introduced to a framework for establishing collaborative relationships with administrators in their district to create a vision for a 21st leadership to improve outcomes for students. Participants will identify strengths and weaknesses of their district's service delivery system in light of the vision; target a priority area for improvement; and establish a plan for implementation and monitoring. Target areas that will be addressed at the seminar include: 1) Inclusive practices to support all students including collaboration with General education teachers on RTI; 2) Using data to ensure compliance and improve results; and 3) Developing in-district and/or collaborative programs.

Special Education Leadership Seminar II

For Special Education Administrators of Record with more than 5 years of experience
Prerequisites: Must have been a participant in a Special Education Leadership Academy II in a prior year (2004-2009)

This two-day seminar will provide experienced special education administrators with an opportunity to come together to review the progress that they have made with systems change initiatives in their local districts, network with colleagues, renew/review leadership skills and receive new and updated information on special education issues, trends, resources, and developments at the state, regional, and national level with regard to the education of students with disabilities. Participants will have the opportunity to test their analytic and problem-solving skills through a "case study" of one fictional school district's special education program(s). Total of 2 full days with one overnight.