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Meliah Bell

School Discipline, Classroom Management, and Student Self-Management: Designing and Imp... - 0 views

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    Click here to sign up for webinar   What: This presentation will describe a comprehensive school-wide system that maximizes students' academic achievement, creates safe school environments and positive school climates, increases and sustains effective classroom instruction and parent involvement, and collects data to demonstrate student and building outcomes.    We will discuss the six critical components of an effective PBSS system: Social, emotional, and behavioral skills instruction approach The development of grade-level and building-wide accountability systems Staff an
Terry Booth

Ensuring School Readiness Through Successful Transitions - Webinar - April 14, 2011 - 0 views

  • Click here to register for this event What: Ensuring School Readiness will explore how and why smooth transitions among early learning environments are critical for school readiness and are the first step toward preparing students for success in college and career. Presenters will focus on what it takes to foster continuity as children move from early learning programs to preschool to kindergarten, and will discuss the specific roles of early learning programs, schools, and families in preparing young children to enter school ready for success. This webinar will highlight innovative practices, explore the range of supports and services offered to young children and their families, and emphasize how to help families understand how to remain involved in their child’s education as the child moves into the early school grades. Jacqueline Jones from the U.S. Department of Education will discuss the importance of successful early transitions to education reform. Sharon Ritchie from FirstSchool, a research-based preK–3rd grade initiative, will discuss “seamless education” and how to use data to improve practice. Judith Jerald from Save the Children will talk about developing early childhood programming with an eye toward facilitating transitions. And Whitcomb Hayslip will discuss how a Los Angeles-based transitional kindergarten initiative uses deliberate collaboration between teachers and families to prepare children for school success. When: April 14, 2011 12:00 - 1:30 p.m. Mountain Featured speakers include: Moderator: Tom Schultz, Project Director for Early Childhood Initiatives, Council of Chief State School Officers Jacqueline Jones, Senior Advisor to the Secretary for Early Learning, U.S. Department of Education Sharon Ritchie, Senior Scientist, FPG Child Development Institute, University of North Carolina-Chapel Hill Judith Jerald, Early Childhood Advisor, Save the Children Whitcomb Hayslip, Early Childhood Education Consultant and Former Assistant Superintendent, Los Angeles Unified School District Click here to view the webinar archive for this event series
Terry Booth

Carrol College Gifted Institute - Helena - July 29-Aug. 4, 2012 - 0 views

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    Click here for full information and registration What:
    The Gifted Institute will challenge gifted fifth-ninth grade students' academic potentials and provide opportunities for social development. Workshops, classes, and activities with adults and peers will enhance student's self awareness and cognitive development. Who Can Attend:
    Gifted students who are entering fifth grade through ninth grade, or age 14, as of August 1, 2012, are eligible to apply. Each applicant will be required to provide two recommendations forms filled out by school personnel and complete questionnaire forms. To obtain recommendation and questionnaire forms, applicants must complete and return the information request card which in this brochure or call 406-447-4365 to request forms or visit the website www.carroll.edu/giftedinstitute. Previous Institute participants need not obtain recommendations. Where:
    Carroll College
    Helena, Montana When:
    July 29 - Aug. 4, 2012
Sierra Boehm

IEFA and the Common Core: Substitute and Supplement - Gallatin Gateway - Apr. 19, 20, 2013 - 0 views

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    Download the flyer for this event

    What:
    Facilitated collaboration for researching American Indian and Montana Indian resources to meet identified Montana Common Core Standards (MCCS). Work with others to identify appropriate resources to substitute or sup-plement into classrooms that will assist implementing IEFA in your school/district AND meet the MCCS. Friday morning will be a round table discussion of IEFA additions in the MCCS. The afternoon and all day Saturday will be work sessions in grade level sub-groups. When:
    April 19, 20, 2013
    9:00 am - 3:00 pm Mountain daily, lunch provided. Where:
    Gallatin Gateway School
    100 Mill St.
    Gallatin Gateway, MT 59730
    Phone:(406) 763-4415 Cost:
    Free of charge, 12 OPI renewal units available
Meliah Bell

ATIA Webinars - Multiple Dates - 1 views

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    November 12th - Implementing AAC in the Classroom  with Kelly Fonner, Consultant, Fonner Consulting & Training     OVERVIEW:  Challenges are often met when introducing AAC systems from the clinical or
    "speech-room" setting into the busy environment of the classroom. The "real-world" of
    communication does not always play out easily for the student using AAC. Whether they are using
    lo-tech or hi-tech systems there are strategies that can assist staff and families in bringing AAC into
    the school day.  During this webinar you will learn to evaluate the AAC-using student's day by
    communication contexts and reevaluate the possibilities of how your student can more effectively
    communicate, learn vocabulary or communication strategies during the typical activities of their
    school day.   
    Exciting two part webinar series on Reading Comprehension with Scott Marfilius. It is recommended
    that both webinars be attended. The content for these two webinars come from Scott's highly
    acclaimed three hour workshop.          REGISTER ONLINE     http://r20.rs6.net/tn.jsp?e=0015DFd8XTzVJ3rQKTZEMzE53P63vyJ
Sierra Boehm

Casting a Line for Literacy, Montana State Literacy Conference - Billings - October 17-... - 0 views

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    Register for this event
    Download registration form

    What:
    The 2013 Montana State Literacy Conference entitled Casting a Line for Literacy.  Our 2013 keynote speakers are a featured part of what promises to be an amazing conference. This year's line up of speakers share a passion for literacy across the curriculum, and across grade and ability levels. In addition to the keynote speakers, the Conference will offer an abundance of brilliant presenters who will be offering sessions ranging from ways to hook kids and families on reading to obtaining and using technology, from Response to Interventions at all grade levels to embracing and integrating Common Core State Standards.

    As a conference guest, you will not only have the advantage of being offered several sessions on dyslexia at the conference, you will be the recipient of a complimentary ticket to An Evening with Henry Winkler. Henry's presentation at the Alberta Bair will be followed by a Question and Answer session and a book signing. 

    When:
    October 17-18, 2013

    Where:
    Billings West High School
    2201 St. John's Avenue
    Billings, MT 59102

    Cost:
    $75.00 full conference, $50.00 one day, $30.00 Student registration
Roger Holt

Wrightslaw: From Emotions To Advocacy - Success Stories - Overcoming Roadblocks to Exte... - 0 views

  • Our 5th grade son, Alex, has high-functioning autism and average cognitive abilities. He has not met his IEP reading goal in over 2 years. The school does not use standardized measures to track his progress and has been giving him average grades. He reads 2 years or more below grade level, yet the school gives him average grades. We were clueless and didn't notice.
Roger Holt

Study: Third Grade Reading Predicts Later High School Graduation - Inside School Resear... - 0 views

  • The disquieting side effect of our increasingly detailed longitudinal studies of students is we keep finding warning signs of a future graduation derailment earlier and earlier in a child's school years. Robert Balfanz of Johns Hopkins University in Baltimore found those warning signs as early as 6th grade— chronic absences, poor behavior, failing math or language arts, which when put together lead to a 90 percent risk that a student won't graduate on time. A study to be released this morning at the American Educational Research Association convention here in New Orleans presents an even earlier warning sign: A student who can't read on grade level by 3rd grade is four times less likely to graduate by age 19 than a child who does read proficiently by that time. Add poverty to the mix, and a student is 13 times less likely to graduate on time than his or her proficient, wealthier peer.
Roger Holt

Lisa Belzberg: Can Dyslexics Succeed at School or Only in Life? - 0 views

  • There's something funny about learning that a successful CEO or politician received bad grades in school. We're amused to hear that Steve Jobs earned C's on his way to a 2.6 GPA in high school-- before creating the most profitable company on Earth. But what if stories like these say more about the quality of our schools than we think? Indeed, statistics show that schools in the United States may not be fostering the skills needed to succeed in life after high school. A shocking number of high school graduates require remediation when they get to college. In New York City - which, unlike most other districts, is tracking the data and attempting to do something about it - more than half of high school graduates aren't prepared for coursework in in community college. Naturally, cities and states (and the authors of the Common Core Standards) have begun adjusting their approach, shifting focus to higher level skills like problem-solving, critical thinking, and even creativity. It's time we took a similar approach to the education of students with learning differences and learning disabilities.
Roger Holt

Coaching Self-Advocacy to Children With Disabilities - 0 views

  • Although there are a variety of school-based services available for children with learning, emotional, and social disabilities, one critical need often goes unfulfilled: providing guidance and strategies that instill self-advocacy.       Most students have only a superficial notion of the reasons they receive these special accommodations, and many children are completely uninformed. Resource teachers and specialists do not generally have the authority to label and enlighten students about their disabilities, the foundation for building self-advocacy. If children are to learn how to become better consumers of educational resources, especially as they grow older, someone must take the lead.      Parents of children with disabilities can fill this role by doing the following: Introduce children’s diagnoses to them in elementary school so that they can make sense out of their struggles Use a matter-of-fact tone of voice when explaining to children that they learn/behave/relate differently from other students and, therefore, need extra help to ensure that they can succeed just like their classmates Don’t leave out the disability label—such as writing disability, ADHD, or Aspergers Syndrome—since labels are a reality of their educational life Emphasize that the teachers and special staff at school who help them will be aware of this label and prepared to help in certain ways to make school a fairer place for them to learn and grow      It’s important to review with children the ways in which their school must provide special help and services. Emphasize that these accommodations are rules the school must follow. “You have the responsibility to do your best job, and teachers must follow the learning/behavior/friendship helping rules that make things fair for you,” is one way to put it. Explain how extra time on assessments, decreased homework, or social skills groups are examples of the helping rules that schools must follow. Discuss how there is a written promise called the individualized education plan (IEP), which includes all the helping rules and makes all of this clear.      Find child-friendly resources—such as books, websites, and videos—that explain in detail their specific disability and the ways other children have learned to cope and achieve despite these limitations. Use these materials as a springboard for deeper discussion about past times when their disability created significant stress or barriers to success. Reassure them that this was before their problem was known and that there is so much that can be done to build a plan for success now that it has been identified.      Point out that one of their most important responsibilities is to be able to discuss their disability with teachers and ask for extra help and accommodation when struggles are too great. Make sure that these discussions take place before middle school, when developmental factors make it harder to get such discussions started. Ensure that they know what practical steps are in their IEP at each grade so that they can respectfully remind teaching staff if necessary.      Having a disability is like having to wear glasses; students with glasses have accepted this fact as necessary to seeing clearly.
Roger Holt

Education Week: Superintendents Push Dramatic Changes for Conn. Schools - 0 views

  • The Connecticut classroom of the future may not be limited by a traditional school year, the four walls of a classroom, or even the standard progression of grades, based on a proposed package of unusually bold changes that are being advanced by the state’s school superintendents. Instead, the current system would be replaced by a “learner-centered” education program that would begin at age 3; offer parents a menu of options, including charter schools and magnet schools; and provide assessments when an individual child is ready to be tested, rather than having all children tested in a class at the same time. The superintendents’ recommendations also promote the long-resisted idea of consolidating some of the state’s 165 school districts, 21 of which consist of only one school.
Roger Holt

Preparing for the Flu: A Communication Toolkit for Schools (Grades K-12) - 0 views

  • The purpose of “Preparing for the Flu: A Communication Toolkit for Schools” is to provide basic information and communication resources to help school administrators implement recommendations from CDC’s Guidance for State and Local Public Health Officials and School Administrators for School (K-12) Responses to Influenza during the 2009-2010 School Year.  
Sierra Boehm

Real Life Fair - Red Lodge - Mar. 12, 2013 - 0 views

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    What:
    Families of children with disabilities struggle to coordinate service providers during the transition process. Transportation is a significant barrier to many. Yellowstone-West/Carbon County Special Services Cooperative and CSPD Region III will be hosting a Real Life Fair at Red Lodge High School, with the intention of bringing a variety of service providers together under one roof. All Yellowstone-West/Carbon County and Eastern Yellowstone Special Service Cooperative families of children with disabilities in grades 7-12 will be invited to attend.

    There will be an open commons area where organizations can set up tables with displays, and classrooms are available for short presentations. Service providers who wish to participate are encouraged to contact Libby Johnson as soon as possible using the contact information provided below. When:
    Tuesday, March 12th, 2013
    4:30 pm - 7:00 pm Mountain Where:
    Red Lodge High School
    East 2nd Street
    Red Lodge, MT 59068 Cost:
    Free. There is no cost to either the families or the presenters. Contact:
    Libby Johnson
    Red Lodge High School
    Special Education Teacher
    PO Box 1090
    Red Lodge, MT. 59068
    (406) 446-1903
    libby_johnson@redlodge.k12.mt.us
Roger Holt

Reading Rockets: Back to School Tips for Parents of Children with Special Needs - 0 views

  • A new school year means a new grade, new teachers, new goals, and maybe even a new school! In order to help you and your child with special needs be as successful as you can be, we've put together a list of eight helpful back-to-school tips that we hope will make the transition into a new school year a little easier for you and your child.
Sierra Boehm

Interventions that Work: Key to Effective Literacy Interventions for Students in Grades... - 0 views

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    Click here to download the updated flier for this event Click here to register for this event online The Havre training has been CANCELLED and we will have one day in Great Falls (February 5) Please note: Registrations for the workshop taken through January 31, 2013 What: This one day seminar will examine the research base and how to apply it in crafting school based interventions to support improved literacy for struggling students, including English learners and students with learning disabilities. Using the latest meta-analysis from the Center on Instruction. Participants will examine the 4 keys to providing effective interventions and explore practical examples re: how to apply these principles at their school sites. In terms of RtI, this seminar will focus on Tier 2 and Tier 3 interventions. When/Where: February 5, 2013 8:00 am - 3:30 pm Mountain Hampton Inn 2301 14th Street Southwest  Great Falls, MT 59404 Cost: FREE TRAINING FOR: CSPD Region II General and Special Educators, Paraprofessionals, Agency Personnel, Parents and others who work with older students. Participation by individuals from outside of Region II is welcome; however, a $25.00 per person fee is required for the workshop. Region II consists of the counties of Cascade, Teton, Pondera, Toole, Glacier, Liberty, Hill, Blaine, and Chouteau. Contact: cspd@havre.k12.mt.us Aileen Couch, Coordinator, REGION II CSPD PO Box 7791 Havre, MT 59501 Phone: (406) 265-4356 ext. 322
Terry Booth

Math on the Hi-Line - Havre - Aug. 14, 2012 - 0 views

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    Click here to download the full schedule of events (.pdf) What:
    Region II CSPD is partnering with Havre Public Schools to bring this one-day conference. Keynote speaker, Dr. Dan Mulligan, is a nationally recognized expert and presenter on assessment and instructional best practices in math. He has served many top districts as the Director of Assessment and Accountability, Supervisor of Mathematics, Lead Instructional Supervisor, and as a master teacher in mathematics in New York and Virginia. Dr. Dan Mulligan has received numerous awards such as Teacher of the Year, and has presented hundreds of workshops throughout many states. There will be breakout sessions covering math topics and issues ranging from Kindergarten to 12th grade. When/Where:
    Tuesday, August 14, 2012
    Havre High School Auditorium
    Havre, MT
danny hagfeldt

Session Five: Communication Devices in an Inclusive Classroom - Webinar - Feb. 15, 2012 - 0 views

  • Register for Session 5 Here! What:Session Five: Communication Devices in an Inclusive ClassroomThis webinar looks the use of single and multiple message communication devices and how they can be used as an integral part of the school day. We’ll examine vocabulary, motivation and share ideas and examples that you can use in your classrooms the very next day. Session Objectives: Colleagues who take part in this webinar will: 1. Gain a greater understanding of the range of communication devices, who they are for and how we might use them.2. Understand the importance of using motivating words and phrases to engage your learners.3. Understand how the meaningful use of communication devices can be embedded into teaching activities across the curriculum. Attendance Certificate will be provided upon completion of the webinar. When:February 15, 201210:00 - 11:00 am MTContact:Phone: 800.843.9166Email: support@readytalk.com
Roger Holt

Not Alone: Autism, More than meets the eye - News - Montana Kaimin - University of Montana - 0 views

  • In fifth grade, Cali McClelland Beeson was diagnosed with low-level autism, also known as Asperger Syndrome. She couldn’t make eye contact. She clenched her hands and she struggled with tests, but she was determined not to let autism define her. In eighth grade, she dropped out of public school in Illinois because the large classes broke her focus. She was home-schooled through high school and then attended McHenry County College. Today Cali attends the University of Montana, sticking out from the crowd with her untamed hair, infectious smile and creative outfits.
Terry Booth

Summer Math Camp for Middle School Girls - Bozeman - June 11-15, 2012 - 0 views

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    What:
    The camp is free, and open to all young women finishing 7th or 8th grade in the Bozeman area.  The program will consist of a five-day summer camp (taught by K-12 teachers and faculty from MSU), followed by work on individual projects (with mentorship by undergraduate math majors and faculty members), culminating in a poster presentation in December of 2012. Math in the arts, nature, and in careers will be the themes for the camp. Where:
    MSU Campus
    Bozeman, MT 59717 When:
    June 11 - 15, 2012 Contact:
    Brian Lindaman at lindaman@math.montana.edu to receive an information sheet and application. Spots are limited to 15 participants, so register soon!
Roger Holt

As NCLB deadline gets closer, more schools look at shrugging off compliance - 0 views

  • Billings School District 2 trustees were listening to a report on No Child Left Behind compliance, hearing about which schools had the requisite percentage of children testing at grade level in math and reading, required by the 2002 federal law. The report was something of a mixed bag. In some cases, white students were performing better than their minority counterparts and students from more affluent homes were doing better than those from poorer families. But taken all together, 89 percent of Billings students were reading at or above grade level and 74 percent were doing math at that same level -- a good step above the 83 percent required for reading and the 68 percent required for math. And that's the problem, trustees were told. Starting next year, the requirements jump significantly.
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