Full Day WorkShop

Developing Social Cognition for the Learning/Language Disabled Child

This workshop will explore social cognition- or children’s ability to relate to others – including problems that many children face with this issue. Some of the topics that will be discussed will be: the pervasive nature of learning language disabilities, the importance of social skills, symptomology of social skill deficits, paralinguistic skills in the social arena and verbal pragmatics. Participants will understand how learning/language disabilities, autism, and oppositional defiance disorder manifests itself in social behavior. Strategies that teachers can use to help children become more socially successful will be presented such as social autopsies, identifying the hidden curriculum, creating popularity and social stories. Participants : regular and special ed teachers, parents, speech therapists, and counselors.


This program will examine the cognitive process basic to language and literacy development. The V/V technique successfully stimulates concept imagery. Individuals that learn comprehension through this program are better equipped to create a visual gestalt to improve their language, comprehension, reasoning for critical thinking, and expressive language skills. Participants : regular and special ed teachers, and speech therapists.

Class Wide Peer Tutoring

Based on the PALS program, students learn to work cooperative with partners to help increase reading fluency, comprehension, and studying skills. Participants : regular and special ed teachers

The Myth of the Lazy Child

“He’s so lazy!” It’s an epithet frequently flung at children who don’t do their homework or apply themselves in school. This workshop (based on Mel Levine’s work) will discuss subtle undiagnosed neurodevelopmental breakdowns which cause memory, language, motor-function, and organizational weaknesses which lead to “output failure”. Participants : regular and special ed teachers, parents and counselors

Differentiation Instruction in a Mixed Ability Classroom

Principles of differentiated instruction according to readiness, interest, and learning profile. Participants will learn to differentiate content, activities and products Instructional and management strategies such as anchoring activities, adjusting questions, learning contracts, compacting etc. will be addressed. Participants : regular and special ed teachers.

Co-teaching in an Inclusive Classroom

Definition, rationale, and models for co-teaching. Topics of concern and adaptations for special needs students will be addressed Participants : regular and special ed teachers and principals

Efffective Classroom Discipline

Models of discipline developed by leaders in the field of classroom management (i.e. Canter, Mendler, Glasser, Jones, Gorden, Lavoi) will be discussed. These models include: behavior management, assertive discipline, discipline with dignity, reality therapy, control theory in the classroom, and strategic tactics for student with divers needs. Participants : regular and special ed teachers.

How to Handle the Tough Child

Latest research on classroom management of severe behavior problems including chronic misbehavior, the explosive child, and the special needs student. Participants : regular and special ed teachers

Reaching all Stundents Through Their Multiple Intelligences

Gardner’s theory of multiple intelligence; MI lesson plans and teaching strategies, MI projects: use of graphic organizers to fit multiple intelligences Participants : regular and special ed teachers.

Portfolio Assessment

Rationale for portfolio; steps of portfolio assessment: selection and collection of artifacts, rubrics, interjecting personality, conferencing, exhibition of portfolios Participants : regular and special ed teachers.

Authentic Assessment

Expand beyond the boundaries of traditional teach/teat practices. Gather a true picture of what students have learned via performance, portfolio and behavioral assessments Participants : all teachers

Quality Teaching Makes the Difference

This program is geared for entry year teachers and their mentors/supervising teacher. Participants will learn the necessary criteria for effective instruction and effective mentoring skills guiding the journey of the beginning teacher. Participants : entry level teachers and lead teacher

Constructing and Organizing Meaning for Declarative Knowledge

Difference between declarative and procedural knowledge; constructing meaning for declarative knowledge; models for concept attainment and vocabulary development; models for narrative and informational text Participants : regular and special ed teachers.

Inspire the Desire to Write

Overview of the writing process; class openers, bigger and better paragraphs with focus on writing for proficiencies, literature and grammar connection

One Session Workshop

Alternative Assessment

Training to apprise teachers of alternative assessment process; Framework for participation, overview, collection of evidence, and visual representation of COE will be addressed.

Identifying Text Patterns

Recognizing text patterns such as cause/ effect, problem solution, etc to aid comprehension of informative text Participants : teachers who are teaching comprehension techniques

Aligning Work Samples to IEP Goals/Methods for Implementing IEP Goals

This workshop will prepare teachers to fill out IEP progress reports the correct way. Focus will be on documentation and methods to fulfill IEP goals. Participants will learn how to align work samples to IEP goals. A variety of cover pages and documentation options will be presented. Participants will be apprised of importance of looking at criteria and actual performance.

Tiered Instruction: Meet and Potatoes of Differentiation

Changing the level of complexity or required readiness of a task or unit of study in order to meet the developmental needs of the students involved is tiered instruction. Participants will learn the basics of differentiation and will create and activity that provides different levels or tiers. They learned different ways of tiering such as Tic Tac Toe, cubing, multiple intelligence projects etc. Participants : regular and special ed teachers

Literature Circles

Authentic assessment of novels learned using Daniel’s literature circle technique. Literature circles engages students and gives them their voice. Participants : all teachers

Motivating Your Students

Factors that impact motivation and techniques to deal with them Participants : all teachers

Dealing with the Explosive Child: Basket Talk

Who is the explosive child and language to get compliance Participants : Teachers dealing with difficult children

Adapting Teacher Generated Tests

Methods to modify tests for students who have learning differences Participants : regular and special ed teachers

Graphic Organizers

Definition and use of graphic organizers to make abstract material concrete Participants : all teachers

Social Stories for the Autistic Child

Method to teach social information to autistic children or children with social deficits Participants : teachers dealing with autistic or socially inept children

Vocabulary Development

Specific strategies to help students understand and retain vocabulary. This will include methods such as word splash, concept attainment, and the Frayer method Participants : all teachers

RTI Process

What is it/ what might it look in practice? Three tiers of instruction. SLD Identification; What are the current issues? what data can RTI yield that will assist an SLD Identification. Participants : all teachers

Using the RTI Model Model for Disruptive and Difficult Student Behaviors

Ideas for interventions for behavioral issues at the comprehensive school wide level at Tier One, ideas for the small group intervention at Tier Two and Tier Three data driven ideas for individual needs. Participants : all teachers

Language to Get Compliance

Specific language and techniques to use with students to avert outburst. Among them are “Feel-O-Meters”, “I Messages” “Broken Record” etc. Participants : all teachers and social workers