Join us at Oracle Park — a day of professional development on the Bay!
When: Friday, May 3, 2019, 9:30 – 2:30 PM
Where: Oracle Park, San Francisco
Cost: $195 (includes lunch)
Registration deadline: April 29, 2019
Questions? Contact email@example.com
CEUs available through Association of Educational Therapists (AET).
Choose one of these sessions:
Executive Function (EF) issues impact students’ ability to perform according to their potential across multiple cognitive domains. Recognizing the processes that EF plays in learning content is critical in helping teachers understand when seemingly capable students do not perform to their potential. In the morning, this workshop will demystify the components that comprise our Executive Functions. The afternoon workshop will focus on strategies that build and accommodate when delayed maturation of EF is evident to mitigate the discrepancy between “knowing and showing.”
By the end of the day workshop attendees will:
This session is for educators including general education and special education teachers, tutors, learning specialists and educational therapists who work with 5th grade through high school aged students.
Chris Harris, MEd is the Director of Esther B. Clark Schools at CHC. He has developed and refined specialized interdisciplinary programming for children with learning, social-emotional and attention challenges for more than 15 years. He is also an adjunct lecturer in the Graduate School Special Education Department at San José State University. In the past, Chris has also served as Executive Director at The Janus School, Pennsylvania, The Chartwell School, Monterey, California, and Children’s Health Council.
Does student behavior often interfere with learning? Too often educators need more tools to address the ever changing behavioral, emotional, and social needs of students in special education classrooms. This session will provide educators, therapists, and other classroom professionals a framework to utilize during the development of positive behavior intervention plans (PBIP) that target social, behavioral, and emotional deficits. Engagement in challenging behavior due to these deficits, prevents students, and often peers within the classroom, from making progress academically. We will review the foundations of establishing behavioral change, data collections procedures, and proactive and reactive strategy planning.
By the end of the day workshop attendees will:
This session applies to all grade levels.
Jody Miller, MEd, BCBA is the Site Director of Esther B. Clark School at CHC in Palo Alto. She has been working with students in a school setting for more than 12 years. Her first experience was as an Adapted Physical Education (APE) teacher for intellectually and physically disabled students. This experience was tremendously rewarding and set the foundation for Jody to continue working with students who struggle to participate in typical classroom settings. Since her time as an APE teacher, Jody has devoted much of her career to working with students with an Autism Spectrum Disorder and other social/emotional challenges.
Do you have students in your classroom who struggle with reading and writing? Technology can help them improve their academic performance as well as increase independence and build self-confidence. Successful outcomes, however, require more than just knowledge about tools. How do you “make it happen”? This session will provide a practical approach to building effective assistive technology solutions for students who struggle with reading and writing. Through demonstrations and some light hands-on activities, Assistive Technology Consultant Shelley Haven will guide you through strategies for selecting, implementing, and supporting technology solutions that “work” (i.e., produce the desired results) for your students.
This session is for educators including general education and special education teachers, tutors, learning specialists and educational therapists who work with struggling readers and writers in grades 4 through college.
Shelley Haven, ATP, RET has worked for the past 32 years helping individuals with physical, sensory, cognitive, and learning challenges to unlock their potential with technology. Her experience in assistive technology (AT) encompasses a wide range of activities: evaluating client needs, designing and fabricating custom solutions, conducting workshops, and managing a technology resource center. She currently works as an assistive technology consultant in private practice with a focus on technology for learning disabilities, ADHD, and executive functioning, as well as technology to support Universal Design for Learning in schools. Shelley has provided AT training and technical assistance to hundreds of school and districts, and previously directed AT resources and services for Stanford University’s Office of Accessible Education.