CASE March 1, 2013 Institute Day!

Date: 3/1/2013
Registration Ends: 2/28/2013 11:59 PM (ET)
7:30 a.m. - 1:30 p.m.
Location: Glenbard South High School
23w200 Butterfield Road
Glen Ellyn, IL 60137[Click here for directions]

Click Here to Register:

A. Practical Management of Tough Kids:
Behaviorally disorder/emotionally disturbed students are frequently referred to as Tough Kids because they exhibit strong behavioral excesses such as arguing, noncompliance, and aggression. At the same time, they posses significant behavioral deficits in self-management (rule-governed behavioral), social skills, and academic abilities.

Participants learn what causes Tough Kid behavior, how to practically assess it, and strategies to remediate it. The emphasis is on proactive strategies and positive behavior management interventions such as:

Mystery Motivators
Sure I Will program
Yes/No classroom management program
Reward Spinners
Principal's 200 Club (a whole-school positive discipline program)

Dr. William R. Jenson graduated with a degree in Applied Behavior Analysis/School Psychology from Utah State University and now is a professor and teaches at the University of Utah. His research interests include autism, externalizing behavior disorders, the management of noncompliance and aggression, social skills training, practical classroom behavior management, and parent training. Dr. Jenson has published over one hundred research papers and books including the Tough Kid Series.

B. Motivating Your Teen – Turning on Enthusiasm:
This seminar presents an innovative and field-tested model that enables participants to better understand and foster student motivation at all grade levels. The workshop begins with an exploration of some of the common misconceptions related to student motivation that are, simply, ineffective. Specific strategies will then be presented that will enable all to motivate students, turn on enthusiasm…and maintain that motivation throughout the school year. This workshop, encourages participants to examine and identify each child’s “motivational” style and to design motivational strategies that will inspire the child to reach his or her potential. Participants will recognize the six factors that motivate human beings and learn how to will translate these factors into practical, pragmatic strategies that can be put use immediately

Richard Lavoie
is the author of The Motivation Breakthrough; Six Secrets to Turning on the Tuned-Out Child, Rick Lavoie, shares an innovative and field-tested model that enables teachers and parents to better understand and foster motivation.

C. When ELL Students Struggle: Difference or Disability:
Using the RTI framework, appropriate screening, instruction, intervention and assessment will be discussed for each tier as well as the considerations for culturally and linguistically appropriate instruction. Finally, a process for interpreting scores from standardized assessments will be modeled through a case study.

Julie Esparza Brown
, a third generation Chicana, is an Assistant Professor in Special Education at Portland State University in Portland, Oregon. She received her doctorate from Portland State University, her master’s in special education at the University of San Diego and her bachelor’s of music at Willamette University. She received her school psychology training at San Diego State University. She has almost twenty years of experience in public schools as a bilingual teacher and special education teacher, K-12. While in the public school setting, she created a bilingual special education classroom with Spanish as the language of instruction. At Portland State, Julie’s teaching, research, and publications focus on the interface of bilingual and special education. Additionally, she consults nationally on issues related to RTI and ELL students, least biased assessment of ELL students, and effective instruction for diverse learners.

D. Using the Danielson Framework to Enhance Professional Practice (CASE Employees Only):
By the end of this session participants (OT, PT, APE, VI, and Identified CASE Supported Teachers) will be able to :
 Utilize the features of Danielson’s A Framework for Teaching as a too for examining and improving teaching practice.
 Identify the components of the Danielson Framework when given classroom examples.
 Review common themes that serve to define priorities of the Framework.
 Indicate words which best describe practice for different levels of performance.

Dr. Mary Furbush

. The School Nurse's Powerful Contribution to the IEP Process from Identification to Goal Writing (Located at Arrowhead Golf Club): 
The presentation will review the role of the School Nurse using evidence based IEP Goals per IDEIA 2004. We will discuss a variety of real case studies and practice writing several IEP goals for children with various medical disabilities.

Cathy Yonkaitis
, MSN, RN, ILCSN, Clinical Instructor, Dir. School Nurse Certification Program UIC of Nursing. As instructor for the clinical internship portion of the school nurse certification program, Mrs. Yonkaitis oversees the 300 hour internship and helps bridge the theory to practice gap for our school nurse interns.

Frances-Belmonte-Mann, MA, RN, ILSCN, Clinical Instructor, School Nurse Certificate Program, UIC College of Nursing. Fran has over 25 years experience in School Nursing as a Nurse Administrator and a SchoolNurse. Fran is a Clinical Instructor in the School Nurse Certificate Graduate Program at UIC College of Nursing.




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