Friday, February 28, 2020
This event is full. Now accepting wait list registrations.
8:00 AM-1:30 PM
*Registration will begin at 7:30 a.m. Light breakfast snacks will be provided
*Participants will receive a 1/2 hour break with a boxed snack provided
Please note that parking information will be sent several days prior to this event. In addition to parking at Glenbard South, additional parking options with shuttles will be available.
Please choose from one of the following topics:
Presenter: Jennifer Abrams
Time: 8:00 a.m. to 1:30 p.m.
Target Audience: [Pending] All General Education Staff, Special Education Staff, Related Services, Administrators, and Para-Professionals
Description: Having Hard Conversations
As administrators, coaches or colleagues, we often come up against situations where difficult topics must be addressed. What do we know about the best strategies for those moments? What questions should we be asking ourselves before we speak, and what language is best for when we do speak? Based on Jennifer's books, Having Hard Conversations, and Hard Conversations Unpacked, and her work with conflict and interpersonal communication, this session will provide participants with action plans and scripting tools for having those necessary humane and growth producing conversations.
Speaker Bio: Formerly a high school English teacher and a new teacher coach in Palo Alto Unified School District (Palo Alto, CA), Jennifer Abrams is currently a communications consultant and author who works with educators and others on new teacher and employee support, being generationally savvy, effective collaboration skills, having hard conversations and creating identity safe workplaces.
Jennifer's publications include Having Hard Conversations, The Multigenerational Workplace: Communicate, Collaborate & Create Community, Hard Conversations Unpacked - the Whos, Whens and What Ifs, and the newest book, Swimming in the Deep End: Four Foundational Skills for Leading Successful School Initiatives.
Jennifer has been invited to keynote, facilitate and coach at schools and conferences worldwide and is honored to have been named one of the “18 Women All K-12 Educators Should Know,” by Education Week's 'Finding Common Ground'' blog. More about Jennifer's work can be found at her website, www.jenniferabrams.com, and on Twitter @jenniferabrams.
Presenter: Dr. Ross Greene
Time: 8:00 a.m. to 1:30 p.m.
Target Audience: All Educators
Description: This is the empirically supported model Dr. Ross Greene described his influential books The Explosive Child, Lost at School, Lost & Found, and Raising Human Beings. The CPS model has transformed thinking and practices in countless families, schools, inpatient psychiatry units, and residential and juvenile detention facilities throughout the world, and has been associated with dramatic reductions in adult-child conflict, challenging behaviors, disciplinary referrals, detentions, suspensions, seclusions, and physical, chemical, and mechanical restraints. The model represents a significant departure from discipline-as-usual: it focuses on solving problems rather than on modifying behavior, emphasizes collaborative rather than unilateral solutions, encourages proactive rather than reactive intervention, de-emphasizes diagnostic categories, and provides practical, research-based tools for assessment and intervention. Participants in this workshop will leave with an understanding of the underpinnings of the model, its refinements over the past 8-10 years, and practical assessment and intervention tools.
Speaker Bio: Dr. Ross Greene served on the faculty at Harvard Medical School for over 20 years, and is now adjunct Associate Professor in the Department of Psychology at Virginia Tech and adjunct Professor in the Faculty of Science at the University of Technology Sydney in Australia.
Presenter: Dr. Amy Laurent
Time: 8:00 a.m. to 1:30 p.m.
Target Audience: Staff working with students with autism and more significant learning needs.
Description: This 1-day course will introduce the SCERTS model, a comprehensive, multidisciplinary educational approach designed for children with Autism. This framework is not exclusionary of other treatment approaches and methodologies, but rather provides a curriculum for those who are seeking guidelines for implementing a comprehensive educational plan that is based on our knowledge of the core developmental challenges faced by autistic children, family-centered care, and our knowledge of the recommended tenets of educational programming, as indicated by the National Academy of Sciences.
The SCERTS framework has been designed to target priority goals in social communication (SC) and emotional regulation (ER) by implementing transactional supports (TS) (e.g., interpersonal modifications, environmental arrangement, visual supports, etc.) throughout a child's daily activities and across social partners in order facilitate competence within these identified goal areas in natural, functional and meaningful contexts. The course will begin with a brief review of current perspectives in intervention (i.e., current efficacy research and characteristics of effective educational programs) and a review of the core developmental challenges faced by this heterogeneous population of children at various stages in development (i.e., pre-verbal stages, emerging language stages, and conversational stages).
This introduction will then be followed by practical guidelines for prioritizing learning objectives and will cover a wide developmental range (applicable from early intervention through the high school years). Video case examples will be used to illustrate how educators, clinicians, and families can directly apply learning strategies in the classroom environment and across settings.
Speaker Bio: Dr. Amy Laurent, OTR/L is a developmental psychologist and a registered pediatric occupational therapist. Currently in private practice, Amy specializes in the education of children with autism spectrum disorders (ASD) and related developmental disabilities. The majority of Amy's work involves collaborating with and supporting early intervention teams, school teams, and families. Her consultative services focus on the creation of educational programs and environments that facilitate children's active engagement and learning at home, in schools, and throughout their communities. The SCERTS Model, of which she is a coauthor, along with differentiated instruction and developmental theory guide her practice.
The Cooperative Association for Special Education (CASE) is a joint agreement between Marquardt School District 15, Queen Bee School District 16, Glen Ellyn School District 41, Lombard Elementary School District 44, Glenbard Township High School District 87, Community Consolidated School District 89 and Community Consolidated School District 93 in DuPage County. CASE provides varied supports so that each member district can offer a complete range of services to students with special needs between the ages of 3 and 22 years.