#addressBook {
width: 550px;
font: normal 11px Verdana, Tahoma, Helvetica, sans-serif;
}
#addybook_title { padding-left: 100px; }
#addybook_title span { display: block; padding-top: 10px; }
#address_book_login_error {
font-size: 16px;
}
#addressBook a {
color: #0f6ffe;
text-decoration: underline;
}
#addressBook_alphabet {
margin-top: 4px;
}
#addressBook_alphabet span {
color: #ccc;
font-weight: bold;
}
#addressBook_alphabet a {
text-decoration: none;
font-weight: bold;
}
#addressBook #addressBook_name {
border-left: 1px solid #dbd9d9;
border-right: 1px solid #999;
}
#addressBook #addressBook_email {
border-right: 1px solid #dbd9d9;
}
#addressBook .title {
background: #dbd9d9;
font-weight: bold;
padding: 5px;
}
#addressBook .list {
margin: 0 auto;
border: 1px solid #c4c3c3;
margin-top: 10px;
height: 195px;
width: 500px;
overflow: auto;
}
#addressBook .list table {
width: 100%;
min-height: 195px;
height: 0;
}
#addressBook ul {
margin: 1em 0;
}
#addressBook li {
height: 1.7em;
padding-left: 10px;
}
#addressBook_email li{line-height: 1.7em;overflow: hidden;}
#addressBook_name li{line-height: 1.7em;overflow: hidden;padding-left:20px;}
#addressBook_name li.friend{background: transparent url(http://dingo.care2.com/ecards/v1/friends_frog.gif) no-repeat scroll 3px 3px;}
#addressBook li.over {
background-color: #daf6d1;
cursor:pointer;
}
#addressBook li.selected {
background-color: #e9e5c7;/*#fdf9db;*/
}
#addressBook_add_button, .button_generic {
font: normal 11px Verdana, Arial, Helvetica, sans-serif;
display: block;
color: #000;
text-decoration: none !important;
padding: 6px 0 9px 13px;
background: transparent url(http://dingo.care2.com/ecards/v1/button_generic_left.png) no-repeat scroll 0 0;
}
#addressBook_add_button span, .button_generic span {
color: #000;
padding: 6px 13px 9px 0;
background: transparent url(http://dingo.care2.com/ecards/v1/button_generic_right.png) no-repeat scroll top right;
}
* html #addressBook_add_button, * html .button_generic { display: inline-block; }
.importer_buttons li {
padding: 0 !important;
}
#plaxo_div {
margin-top: 12px;
border-top: 1px solid #ccc;
padding-top: 12px;
font: normal 12px Arial, Helvetica, sans-serif;
}
#plaxo_div .powered_by {
clear: both;
background: transparent url(http://dingo.care2.com/ecards/v1/plaxo_powered.gif) no-repeat scroll top left;
width: 132px;
padding-top: 26px;
height: 0;
overflow: hidden;
margin-left: 37px;
margin-bottom: 15px;
}
#plaxo_div .import_button {
display: block;
background: transparent url(http://dingo.care2.com/ecards/v1/plaxo_import.png) no-repeat scroll top left;
width: 173px;
padding-top: 30px;
height: 0;
overflow: hidden;
margin: 15px auto;
}
#addybook_box {
position: absolute;
width: 570px;
height: 366px;
z-index: 999999;
}
#addressBook_alphabet .active {
cursor: pointer;
color: #0f6ffe;
}
Address Book
Loading...
/* tell a friend styles */
.tellafriend_container {
color: #666;
background-color: #ececec;
line-height: 16px;
padding: 10px 0 10px 25px;
}
.tellafriend_container .taf_error{
color: red;
}
.tellafriend_container .naturalState{
border: 1px solid black;
}
.tellafriend_container .errorState{
border: 1px solid red;
}
.tellafriend_container_extended {
padding: 10px 0;
width: 535px;
background-color: #ececec;
color: #666;
}
.tellafriend_container .send_success, .tellafriend_container .send_error {
font-weight: bold;
}
.tellafriend_container .send_success{
color: green;
}
.tellafriend_container .send_error{
color: red;
}
.tellafriend_container .smallerFont{
margin: 0;
padding: 10px;
background: #ececec;
clear: both;
}
.tellafriend_container label {
padding: 0px;
margin: 10px 0 0;
display: block;
clear: both;
}
div.tellafriend_container textarea{
padding: 5px;
}
.tellafriend_container input.inputwidth {
width: 350px;
padding: 3px;
}
.tellafriend_container textarea.inputwidth {
width: 500px;
}
.tellafriend_container .inputborder {
border: 1px solid #5E5E5E;
}
#addressBook_textarea {
width: 500px;
height: 75px;
border: 1px solid #5E5E5E;
color: #999999;
}
.addressbutton_section {
padding: 15px;
float: left;
background-color: #D6D6D6;
margin-top: 20px;
position: relative;
}
.addressbutton_section img.taf_arrow{
position: absolute;
left: 150px;
top:-14px;
}
.addressbutton_inner {
border: 1px solid #5E5E5E;
background-color: white;
color: black;
padding: 10px;
}
.addressbutton_inner table.nologin{
width: 325px;
}
.addressbutton_inner a, .addressbutton_inner a:visited {
color: #0000cc;
text-decoration: none;
}
.addressbutton_inner a:hover {
text-decoration: underline;
}
.addressbutton_inner img {
border-width: 0px;
}
div.addressbook_care2btn {
width: 139px;
height: 24px;
float: left;
}
div.addressbook_otherbtn {
width: 192px;
height: 24px;
float: left;
}
.addressbutton_container {
margin-top: 5px;
}
/* Care2 addressbook button */
div.addressbook_care2btn a, div.addressbook_care2btn a:visited {
background-image:url(http://dingo.care2.com/c2/petitionsite/taf_button_sprite.png);
background-repeat:no-repeat;
text-decoration:none;
display: block;
width: 138px;
height: 24px;
}
div.addressbook_care2btn a:hover {
text-decoration:none;
background-position: 0px -23px;
}
/* plaxo button */
div.addressbook_otherbtn a, div.addressbook_otherbtn a:visited {
background-image:url(http://dingo.care2.com/c2/petitionsite/taf_button_sprite.png);
background-repeat:no-repeat;
text-decoration:none;
display: block;
width: 192px;
height: 24px;
background-position:-137px 0;
}
div.addressbook_otherbtn a:hover {
text-decoration:none;
background-position: -137px -23px;
}
/* plaxo button in Care2 Address book popup */
a.ib_other, a.ib_other:visited {
background-image:url(http://dingo.care2.com/petitions/home/addressbook_otherbtn.gif);
background-repeat:no-repeat;
text-decoration:none;
display: block;
width: 192px;
height: 24px;
float: left;
margin-top:10px;
padding-top: 30px;
height: 0;
overflow: hidden;
}
a.ib_other:hover {
text-decoration:none;
background-position: -192px 0px;
}
/* tell a friend specific styles */
.tellafriendSection h3 a, .tellafriendSection h3 a:visited {
color: #2B769C;
text-decoration:none;
}
.tellafriendSection h3 a:hover {
text-decoration: underline;
}
div.tellafriend_container ul.errorlist {
list-style: outside;
}
div.tellafriend_container ul.errorlist li {
color: #ff0000;
margin: 5px;
padding: 5px;
}
div.modal_box{
background-color: #FFFFFF;
}
div#tell-a-friend-form div.tafheader{
padding: 10px;
background: #ececec;
}
/* send and cancel buttons */
a.tafpopupsubmit, a.tafpopupsubmit:visited {
text-decoration:none;
display:block;
width: 94px;
height: 27px;
background-image:url(http://dingo.care2.com/petitions/home/tafpopupsend.gif);
background-repeat:no-repeat;
float: left;
margin-right: 15px;
}
a.tafpopupsubmit:hover {
text-decoration:none;
background-position: -94px 0px;
}
a.tafpopupcancel, a.tafpopupcancel:visited {
text-decoration:none;
display:block;
width: 95px;
height: 27px;
background-image:url(http://dingo.care2.com/petitions/home/tafpopupcancel.gif);
background-repeat:no-repeat;
float: left;
}
a.tafpopupcancel:hover {
text-decoration:none;
background-position: -95px 0px;
}
#addressBook_newGroup, #addressBook_newGroup table {
font-size: 10px;
font-weight: normal;
}
#addybook_box, #addybook_box table {
font-size: 10px;
font-weight: normal;
}
.floatright {
float:right;
}
.largefont {
font-size: 13px;
}
.sharetitle {
font-size: 18px;
color: #F4713B;
}
.tafShareSection {
width: 580px;
margin-left: 25px;
margin-top: 25px;
font-size:12px;
}
.tafShareButtonSection {
padding-left: 25px;
width: 535px;
padding-bottom: 10px;
background-color: #ECECEC;
}
From
Your Email
To
Group items tagged
Financial Wellness Series - Webinar - Multiple Dates in Sept. thru Dec. - 0 views
-
Being Money Smart
September 5, 2012
1:00 - 2:30pm Mountain The US Department of Treasury reports that a lack of financial literacy is one barrier that can lower standards of living and limit prosperity. There are opportunities online and in your community to support you in Being Money Smart. Join us on 9-5-12 to learn about: Free financial education opportunities that you can attend online or in your community. The benefits of Financial Literacy and how increasing your knowledge may increase your Financial Wellness. Online financial literacy games you can play and share with others. REGISTER FOR "Being Money Smart" Prolonging Work - Supports To Keep You On The Job
September 26, 2012
1:00 - 2:30pm Mountain Making the decision to decrease or end employment can become confusing as factors such as health, insurance, productivity and financial stability brush against each other. Your employer and disability insurance provider may have more support to offer than you think. REGISTER FOR "Prolonging Work - Supports to Keep You On The Job" Join us on 9-26-12 to learn about: Creating your vision for working and managing a disability Strategies to protect your productivity How to define gaps in functionality Understanding what your private disability insurance can provide REGISTER FOR "Prolonging Work - Supports to Keep You On The Job" Social Security Disability Insurance - The Impact of Work on Benefits
October 17, 2012
1:00 - 2:
Medical Home Update - WEBINARS - Multiple Dates - 0 views
-
Webinar: From Research to Real Life-Increasing Visibility and Use of Family-to-Family Centers December 3, 2012-1pm (Mountain)
Call-in: 866/214-9397, Pin: 5058724774
Webinar Link: https://www.livemeeting.com/cc/familyvoices/join?id=24R5TP&role=attend
The Family Voices National Center for Family and Professional Partnerships is hosting this webinar presented by Suzanne M. Bronheim, PhD of Georgetown University Center for Child and Human Development. Suzanne will share findings from a 2010 research partnership with three Family-to-Family Health Information Centers (F2F HICs) to better understand how Hispanic/Latino families' and African American families' utilization of F2F HICs might be increased. This research project is based on a social marketing theory that suggests that people try new things if that "innovation" fits with their values and experience, seems to have an advantage over other approaches, is easy to use, can be tried and dropped if they don't like it and if others they know and trust are also aware of it and have used it. The project has used this framework to study how Hispanic/Latino and African American families prefer to receive information and how they view the F2F HICs as a resource. In addition, this project has studied similar issues for the social networks of families to learn how they view and access F2F HICs. Suzanne will be joined by staff of the F2F HICs that partnered in this project to share lessons learned and suggestions of how other F2F HICs can use this framework.
Debunking 7 Common Myths About Autism | Care2 Causes - 0 views
-
-
Autism spectrum disorders are surrounded by a haze of misconceptions, many of which are harmful for autistic children and adults. It’s time to straighten a few things out, and to spread the word on this complex series of cognitive and intellectual disabilities with a little good old-fashioned debunking. 1. Autistic people have no empathy. This is a common belief about autism; people think that because autistics are sometimes blunt or have difficulty navigating social norms, they aren’t empathetic. In fact, just the opposite seems to be true. Rather than not feeling enough, many autistics feel very intensely, and are easily overwhelmed by the emotions of those around them. 2. Autistic people can’t communicate. Autism spectrum disorders take a variety of forms, and some people with autism are nonverbal, but that doesn’t mean they can’t communicate. Some use communication boards and other methods to communicate with the people around them, but it requires patience to establish and maintain communication with them. Historically, people with more severe forms of autism were often isolated in institutions, but more modern treatment of autism encourages the use of therapy and other techniques to interact with patients and find a communication mode they feel comfortable with. 3. Autistic people are violent. This particularly damaging assumption about autism was widely bandied around in the aftermath of the horrific Sandy Hook shooting. In fact, autistic people are no more likely to commit acts of violence than anyone else, and when they are violent, self-harm is a much more significant concern. Autism and other disabilities also put people at an increased risk of violence, which means autistics have far more to fear about the world around them. Some autistic people do act out or have what are known as “meltdowns,” usually as expressions of frustration with themselves or situations, but this doesn’t equate to violence against other people; an autistic might throw objects in frustration, for example, without any desire or intent to hit people with them. 4. Autistic people are savants. Everyone who’s seen Rainman thinks autistic people are savants, capable of extreme feats of memorization and other amazing skills. While it’s true that some savants are autistic, not everyone with an autism spectrum disorder has these capabilities; some in fact have significant learning disabilities that require accommodations in the classroom. 5. Autism is the result of “refrigerator mothers.” This awful myth about autism has been largely debunked, but it’s still worth a mention. Some people used to believe that autism was caused by bad parenting, with a specific focus on cold or isolated mothers. The result was a lot of misinformation about autism, and terrible pressure on mothers who were already learning about how to navigate the world with autistic children. In fact, autism has no clear cause. 6. Autistics can’t make friends. Along with the belief that autistic people lack empathy comes the assumption that they live isolated lives and have difficulty making friends. Just like everyone else, though, autistics are perfectly capable of establishing and maintaining not just friendships but other kinds of relationships with the people around them. Isolating autistic people in a misguided attempt to protect them can be very harmful, just as it would be for anyone else. 7. Stimming (repetitive behavior like flapping or rocking), is undesirable and should be stopped. Stimming is familiar to many people who are at least vaguely familiar with autism — sadly, it’s often used in mockeries of autistic people, by individuals who think that making flapping gestures or imitative noises is funny. For autistic people, stimming is one way to deal with chaotic environments or stress, and rather than being something that should be suppressed, it can actually be a healthy method of personal expression and sometimes communication as well. Autistics who are forced to modify or hide their stimming behaviors can develop even more stress, which can interfere with focus, completing tasks of daily living, and other activities. It’s important to be aware that the autism spectrum is vast, and that autism spectrum disorders can manifest in a huge variety of ways. Every autistic is different, and every one deserves respect and dignity. That includes not perpetuating harmful stereotypes, and correcting people who falsely repeat them.
Wired Wednesdays!!! - Billings, MT - Many Dates - 0 views
-
Creating A Google Website
October 24th, 2012
5:30pm-8:00pm
MSUB College of Education Building, Room 122 In this series of classes Ronda McManus will explore how to create and maintain a workable website using Google Tools. Websites can be created for a personal digital portfolio, a classroom, or a business. Participants will learn how to use many Google tools such as calendar, documents, presentation, and forms and how to incorporate them into a workable website. Ronda will cover each Google tool and give participants an opportunity to develop content that will be utilized to develop a website at the end of the series. Click here to register for Google Docs
Google Docs
November 7, 2012
5:30pm-8:00pm
MSUB College of Education Building, Room 122 Google Docs is a suite of products that lets you create different kinds of online documents, work on them in real time with other people, and store your documents and your other files -- all online, and all for free. Learn how to create various documents, presentations, drawings, spreadsheets, and forms. In addition, learn how to use Google Docs professionally in teaching and in collaboration with colleagues, from making Digital Kits to using forms to survey parent and student interests. Click here to register for Assistive Technology
Assistive Technology
December 5, 2012 5:30pm-8:00pm
MSUB College of Education Building, Room 122 Participants will have an opportunity to learn and use a variety of
EIPA 2012-2013 Video Conference Series DVD's - 0 views
-
What:
The Montana Office of Public Instruction is happy to announce that a series of DVD Video Conferences and other interpreter training materials from Boys Town and Educational Interpreter Performance Assessment (EIPA) are now available to be checked-out by interpreters, teachers of the deaf and other people with interest in the education of the Deaf and Hard of Hearing.
How to borrow the DVDs:
The OPI library loans materials to other libraries and not to individual borrowers. To borrow the DVDs, please contact your local school or public library to request any of the titles below. The EIPA Video Conference series will be circulated as a set (4 DVDs) for each year. The interpreting series (2 DVDs) will be cataloged as elementary and secondary. Because OPI will be granting renewal credits and needs verification of circulation, the Resource Center will send a letter on OPI letterhead to the borrowing library with the DVD(s) verifying the DVD title(s) was checked out. The borrowing library will fill in the patron's name and give the letter to the patron with the loaned DVD(s). It will be the patron's responsibility to present the letter to OPI for Renewal Units (CEUs). The videos will be loaned on a "first-come, first-served" basis for a period of 2 weeks. Renewals after the two-week period will be granted if there is no waiting list.
Available DVD Titles:
EIPA Video Conference DVD from November 17, 2012 - Techniques for comprehending fingerspelling and non-manual information.
EIPA Video Conference DVD from January 12, 2013 - Language clarity techniques in discourse: looking at the language expansion features.
EIPA Video Conference DVD from March 2, 2013 - Ethical decision making: what do I do now?
EIPA Video Conference DVD from May 4, 2013 - Space & classifier
NICHD Recruitment for Safe to Sleep Champions Initiative - Webinar - Feb. 26, Mar. 5, 1... - 0 views
-
Click here to download the fact sheet for these webinars
Click here to download the registration form for these webinars
What:
NICHD is recruiting volunteers for the national Safe to Sleep Champions Initiative, which engages physicians and other health care professionals, parents, grandparents and other family members, caregivers, and community stakeholders to serve as spokespersons for the Safe to Sleep campaign. The Safe to Sleep campaign not only addresses ways to reduce the risk of SIDS, but also ways to reduce the risk of other sleep-related causes of infant death, such as suffocation or strangulation. The goal of the Safe to Sleep Champions Initiative is to share the campaign messages about safe infant sleep practices through the use of media and community outreach efforts. The NICHD will host training webinars to equip participants with the information to serve as Champions in their local communities. To volunteer as a Safe to Sleep Champion, you must participate in one of the webinars.
When:
Tuesday, February 26, 2013
10:00 am - 11:00 am Mountain
Tuesday, March 5, 2013
1:00 pm - 2:00 pm Mountain
Thursday, March 14, 2013
6:00 pm - 7:00 pm Mountain
Cost:
Free Of Charge
Top 10 Reasons Why Parents Should NOT WAIT for the Next Annual before Calling an IEP | ... - 0 views
-
1. If your child is exhibiting new behavioral problems that are interfering with their ability to access the curriculum; your school may need to implement a Behavior Support Plan to extinguish the negative or off task behavior. 2. If your child is struggling academically in the first semester, don’t wait until second semester to address the problem. If you have to request new assessments; keep in mind the timeline from the day you authorized the assessments. The school has 60 days* in which to conduct the assessments and hold an IEP, so if you wait until second semester, the school year might be coming to an end; basically, your child has lost the entire year. * Some States have different timelines so please check the timelines in your State. 3. If your child will be attending Kindergarten, Middle School or High School the following year; you need to know all the areas of strengths and weaknesses to help them transition into the next phase of their education. 4. If your child has been bullied in school, you need to make sure there is a safety plan implemented to protect your child from harm. In addition, your child should know the name of the school personnel they can approach if the situation arises again; providing a safe place in the school environment. 5. If your child’s placement is no longer working, do not wait to address this problem; otherwise, your child may lose an entire year of academics. 6. If your child has been suspended repeatedly for behavioral problems, do not wait until the school is about to expel your child from the district. Call an IEP to discuss changes in the Behavior Support Plan or ask for additional assessments immediately such as a Functional Behavior Assessment. 7. If your child has been assigned an Aide that is not experienced enough to prevent your child from eloping, you need to call an IEP as soon as possible to request a BCBA (Board Certified Behavior Analyst) or additionally training for the Aide. Remember, every time your child leaves the classroom they are not being educated! 8. If your child is experiencing depression, lack of self-worth, anxiety…etc. You should call an IEP and request a Social/Emotional Assessment for in-school counseling. If your child already has in-school counseling and that’s not working then you need to request an Educationally Related Mental Health Assessment to address these issues before they escalate into more serious behavior. 9. If the services you agreed to at your child’s last IEP meeting are not working, you need to call an IEP to ask your school to increase the amount of services, or file for Due Process if you feel it’s necessary to take the matter directly to the school district. 10. If the School has not been following your child’s IEP; therefore, is out of compliance, call an IEP right away to allow the school to remedy the situation. If they are not willing to rectify the situation then you need to either file for Due Process or file a complaint with the State Department of Education.
First PAK Meeting - Butte - May 5, 2012 - 0 views
-
Click here to download the full brochure for this event (PDF) What is Parents Advocating for Kids (PAK): The purpose of Montana PAK is to develop a monthly forum for parents to collaborate and receive information about special education advocacy and the federal/state laws that protect their children. In addition, PAK aims to provide a public medium to discuss educational concerns and to raise awareness about the scope of services, as well as local resources, which are available for children. The meeting is open and free to the public. The two hours will be divided into portions dedicated to open discussion and a presentation on legal rights in special education. RSVPs are not required to attend the meeting, but mandatory if child care is needed. Who are PAK Meetings for: Parents, guardians or family members of a child who is receiving special education services; Parents of a child who is struggling in school due to behavioral or emotional issues or who just seems to have a hard time learning; Parents, guardians or family members who suspect their child might have a learning disability or other condition that is causing him or her to have difficulty in school; Parents, guardians or family members who wish to improve their understanding of special education so they may better advocate at IEP meetings. When: Saturday, May 5, 2012 10:00am - 12:00pm Where: 305 West Mercury Street Butte, MT For more information or to RSVP: Contact PLUK at 406-255-0540 or email info@pluk.org.
Intro to Google, Intro to iPads - Kalispell, Pablo, Missoula - Oct. 3, 4, 7, 2013 - 0 views
-
Register for this event
What:
IPads... Google Tools... What are they all about? Come join Jeff Crews and Dean Philips and get introduced or get a refresher about what's new with these great tech tools for personal, professional use as well as implementation in the classroom for ALL learners. Will include info on what's new with Google and the new IOS7 update for iPads!
When/Where:
Kalispell - Thursday, October 3, 2013
Intro to Google - 12:30 pm to 3:30 pm Mountian (course ID #3347)
Intro to iPads - 4:15 pm to 7:15 pm Mountian (course ID #3345)
Pablo-SKC - Friday, October 4, 2013
Intro to Google - 8:30 am to 11:30 am Mountian (course ID #3348)
Intro to iPads - 12:30 pm to 3:30 pm Mountian (course ID #3346)
Missoula - Monday, October 7, 2013
Intro to Google - 12:15 pm to 3:15 pm Mountian (course ID #3353)
Intro to iPads - 3:30 pm to 6:30 pm Mountian (course ID #3352)
Cost:
No cost
Kathy Snow - March 10, 2011 - Your Turn - 0 views
-
Imagine you're a child or an adult with a developmental disability: You just want to live your life, like everyone else. But at some point in your young life—probably at the time of diagnosis—everything changed and people have treated you differently ever since. Most people pay attention to what you cannot do. Few make the effort to see what you can do. And some of what you can do looks different as compared to others, so it's still "wrong" or doesn't count. Throughout your life, you've been surrounded by people trying to "help" you: trying to get you to do things you cannot do—"normal" things—that must be important to them. Your feelings about these things, and your other wants, needs, hopes, and dreams, don't seem to matter much to anyone else. And for as long as you can remember, people have "placed" you in special settings, surrounded by others who also cannot do "normal" things. You're not allowed to have experiences like other people; your parents, teachers, service providers, etc. think you're not ready, not able, not competent. You're also not expected to do what others do, like learning the three Rs, being responsible for yourself, living on your own, having a real job, and more. They also work hard to protect you. So you learn not to expect too much out of life; you learn not to do too much; you learn not to try, because it doesn't make any difference; you learn to be helpless. You've never really had friends—not really, not like other people do—no one to call when you're lonely or when you want to share a secret. You'd like to fall in love and kiss and more, but that will probably never happen. You'd like to have the freedom to do what you want, when you want, how you want, and the freedom to say NO—but that seldom happens. There are so many things you want to do, so many places you want to go, so many people you'd like to know, and so much you want to feel—and you've wanted these things for days, and weeks, and months, and years. You've waited and waited and waited; it's so hard to keep waiting. You really feel angry and you also feel sad. You don't feel very important; you don't feel needed; and you haven't accomplished much in your life—but then no one expects these from you, so maybe you shouldn't expect these things for yourself. All the different people in your life exert a great deal of control over you, and they probably all have good intentions, but...
Mapping Media to the Common Core - Webinar - Multiple Dates in March, April and May - 0 views
-
Click here to register for this course - Course #2876
Click here to view the flier for this event
What:
The Common Core State Standards (CCSS) require both students and teachers to demonstrate digital literacy skills by publishing texts online and developing communication skills through the use of different technology tools. The Mapping Media to the Common Core course (part 1) introduces teachers to six different multimedia products which students can create to meet the CCSS requirements; These strategies can also be used to differentiate instruction to meet the needs of students with disabilities or those with high abilities! Each participant will use an iPad to access the interactive course eBook, as well as, create and share a variety of media products during the course. Participants will need access to an iPad for this course.
When:
March 7, 2013 - Introduction (4:30 pm - 5:30 pm Mountain)
March 14, 2013 - Interactive Writing (4:30 pm - 5:30 pm Mountain)
March 28, 2013 - Narrated Art (4:30 pm - 5:30 pm Mountain)
April 11, 2013 - Radio Show (4:30 pm - 5:30 pm Mountain)
April 25, 2013 - Five- Photo Story (4:30 pm - 5:30 pm Mountain)
May 9, 2013 - Visual Notetaking (4:30 pm - 5:30 pm Mountain)
May 23, 2013 - Narrated Slideshow/Screencast (4:30 pm - 5:30 pm Mountain)
Where:
Sessions will be offered electronically at Vision Net Sites.
Contact Kay Fladstohl at kay.fladstol@vision.net or 406-750-4379 to reserve a site near you.
or
https://maps.google.com/maps?hl=en&gl=us&daddr=32+Campus+Dr,+Mis
Think College, College Options for People with Intellectual Disabilites - Webinar - Mul... - 1 views
-
Legislation, Advocacy and Systems Change Wednesday, December 12, 2012 12:00:00 PM MST - 1:30:00 PM MST This webinar will review the important legislative and policy changes that have directly and indirectly affected postsecondary education for students with intellectual disabilities. (Chapter 2) Click here to register for this webinar Preparing for What? Employment and Community Participation Tuesday, January 22, 2013 12:00:00 PM MST - 1:30:00 PM MST This webinar will discuss factors related to job outcomes for students with ID who are attending PSE programs and present a case study of a program in CT that addressed these issues and improved their employment outcomes as a result. (Chapters 8 & 9)
Click here to register for this webinar College-Based (Dual-Enrollment) Transition Programs Wednesday, February 6, 2013 12:00:00 PM MST - 1:30:00 PM MST In this webinar, the speakers discuss the policies and practices that they have been developed to promote successful college experiences for students while they are still in high school. (Chapter 4)
https://events-na6.adobeconnect.com/content/connect/c1/839220836/en/events/event/shared/114993203
Implementing a Successful RTI Program - Billings, MT - Multiple Dates - 0 views
-
Special Education and RTI, January 30, 2013 - 5:30-8:00pm
Where do special education students fit in an RTI model? What is the difference between a Tier III intervention and special education services? What is the special education teacer's role in RTI? How do I use RTI in special education eligibility decisions? What are the legal considerations of RTI? This session will cover these and other common questions about special education and RTI implementation.
Click here to register for this Program
Data Analysis and Problem Solving Teams, February 27, 2013- 5:30-8:00pm
Data decision making is at the heart of an effective RTI model. This interactive session will provide participants an opportunity to apply research-based data decision making strategies to determine
1) the effectiveness of core instruction and curriculum
2) student's response to Tier II and Tier III instruction
3) appropriate instructional strategies to meet the needs of learners.
Click here to register for this Program
Utilizing the AIMSweb Advanced Features for RTI, March 20, 2013- 5:30-8:00pm
AIMSweb is a user friendly data system that schools in Montana are using for screening and progress monitoring. This interactive session will demonstrate how some of the advanced AIMSweb features - including the RTI tab, advanced settings, data analysis options, as well as other participant requests - can increase your efficiency and effectiveness in implementing RTI. This session will also present the validity and reliability of these commonly used t
Paraeducators Academies - Columbus - Mar. 4, 2013 - 0 views
-
Click here to download the flier for this event
What:
Behavior Management Academy Overview: The purpose of this academy is to provide the paraprofessional with the information and skills needed to assist classroom teachers in meeting the behavior needs of a variety of students. It deals with rules, routines, and procedures for students. The paraprofessional will be able to identify behavior, the motivations for behavior, and be able to teach and reinforce behaviors. An understanding of the role of the paraprofessional in behavior support will be developed.
Autism Spectrum Disorders Academy Overview: The purpose of this Academy is to provide the paraeducator with information and skills to be able to assist teachers in the instruction of students with autism. It gives factual information to dispel the many myths that abound in the field of autism, and emphasizes the relationship between communication and behavior. It prepares paraeducators to make and use visual supports, to structure tasks and the environment, and to provide appropriate supports for social skills instruction. When:
Monday, March 4, 2013
8:00 am - 4:00 pm Mountain Where:
Columbus High School
433 North Third St.
Columbus, MT 59019 Cost:
Free Registration:
To Register Contact Monica Pugh
Stillwater/Sweet Grass Coop.
(406) 322-5298
ssgpugh11@yahoo.com
PECS Trainings - Billings/Great Falls - June 7-8 / June 14-15, 2012 - 0 views
-
Click here to register for this training What:
This intensive two-day training is designed to teach participants the theory behind the Picture Exchange Communication System (PECS) and the protocols for how to appropriately implement the six phases of PECS. This is a Montana Autism Education Project sponsored training. The Picture Exchange Communication System (PECS) is used to rapidly teach communication skills to those with limited functional speech. PECS promotes communication within a social context, without lengthy prerequisite training. Training in PECS begins by teaching a spontaneous request and goes on to teach additional communicative functions such as responding to questions and commenting. An added attraction for preschool children with autism and related disabilities is the high proportion of children who acquire independent speech. Participants will learn how to implement the six phases of PECS, plus attributes, through presenter demonstrations, video examples and role-play opportunities. Participants will leave the workshop with an understanding of how to implement PECS with individuals with autism, related developmental disabilities, and/or limited communication skills. What You Will Learn: The key Pyramid components to designing effective educational environments Strategies to create an abundance of opportunities for communication The relationship between PECS and traditional communication training approaches How to implement all six phases of PECS with target individuals using a behavior analytic orientation The criteria for transitioning from PECS to other communication modalities When/Where:
Billings - 06/07/2012 - 06/08/2
Ensuring Access & Inclusion in Higher Education: Rights, Rules, & Responsibilities - We... - 0 views
-
Click here to register for this webinar What:
The significant disparity in education and literacy levels for people with mental and substance use disorders compared to the general population is a matter of serious concern. For people with mental health and substance use disorders, access to and inclusion in higher education is a central issue in achieving social inclusion. Learning Objectives: To learn how efforts within the legal system are working to reduce discrimination and ensure that necessary accommodations as provided by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act are available to all who need them. To hear about an innovative university program's person-centered approach that is having great success in helping students stay in school, graduate, pursue their vocational goals, and secure fulfilling roles in the community.
To understand from a first-person perspective how one person was able to move out of poverty and realize her dreams by pursuing further education which led to achieving personal wellness and working to assist others in realizing their goals.
To develop an increased understanding of the disparity in education and literacy levels for people with mental and substance use disorders compared to the general population and the significant impact of these disparities on poverty, health, and well-being. When:
Wednesday, June 6, 2012
1:00 - 2:30pm Mountain
Teasing, Taunting, Bullying, Harassment, Hazing, and Fighting: Prevention, Strategic In... - 0 views
-
Click here to register for this webinar
What:
Teasing, taunting, bullying, harassment, and physical aggression are pervasive problems with children and adolescents across the country and in our communities today. To address these problems, schools need comprehensive, evidence-based, and ecologically-sound assessment to intervention approaches at the primary (e.g., whole school or school linked to community), secondary (e.g., early intervention groups for potential or "early-indication" bullies or victims), and tertiary (e.g., direct services for existing bullies) levels of prevention. This webinar will present strategies at each of these intervention levels using Project ACHIEVE's "Special Situation Analysis" approach. More specifically, the webinar will discuss ways to leverage social skills training, peer-mediated approaches, school-wide accountability systems, school safety systems, and home-school collaboration such that teasing, taunting, bullying, harassment, and physical aggression is either prevented or addressed. Especially emphasized will be the importance of differentiating approaches to address the bullies, victims, and bystanders who are involved in these inappropriate interactions. Participants will learn: How school-based teasing, taunting, bullying, harassment, and physical aggression need to be addressed through comprehensive, evidence-based, and ecologically-sound assessment to intervention approaches at the primary, secondary, and tertiary prevention levels; How to apply Project ACHIEVE's "Special Situation Analysis" approach to interventions at these three levels ; How to leverage social skills training, peer-mediated approaches, school-wide accountability systems, school safety systems, and home-school col
Unfinished Business: Making Employment of People with Disabilities a National Priority - 0 views
-
Click here to read the full report (.pdf) As we all know, children/youth with special health care needs eventually become adults, many of whom will continue to have health challenges or disabilities but will want to join the workforce. This week, in anticipation of the July 26 anniversary of the Americans with Disabilities Act (ADA), the Senate Committee on Health, Education, Labor and Pensions (HELP) issued a report entitled "Unfinished Business: Making Employment of People with Disabilities a National Priority." The report notes that there has been little to no change in the overall employment rates of people with disabilities since passage of the ADA almost 22 years ago. Committee Chairman Tom Harkin (D-IA), announced a goal to increase the number of people with disabilities in the workforce from under five million to six million by 2015. He plans to introduce a series of bipartisan bills aimed at: improving outcomes in transitioning young adults from school to work; increasing opportunities for people with disabilities to own a business; encouraging states to be innovative with programs that provide support to people with disabilities; and providing incentives for people with disabilities to save in order to ensure their economic security.
PAK Meeting - Butte - July 28, 2012 - 0 views
-
Click here to download the full brochure for this event (PDF) What is Parents Advocating for Kids (PAK):
The purpose of Montana PAK is to develop a monthly forum for parents to collaborate and receive information about special education advocacy and the federal/state laws that protect their children. In addition, PAK aims to provide a public medium to discuss educational concerns and to raise awareness about the scope of services, as well as local resources, which are available for children. The meeting is open and free to the public. RSVPs are not required to attend the meeting, but mandatory if child care is needed. Who are PAK Meetings for: Parents, guardians or family members of a child who is receiving special education services; Parents of a child who is struggling in school due to behavioral or emotional issues or who just seems to have a hard time learning; Parents, guardians or family members who suspect their child might have a learning disability or other condition that is causing him or her to have difficulty in school; Parents, guardians or family members who wish to improve their understanding of special education so they may better advocate at IEP meetings. When:
Saturday, July 28, 2012
10:00am - 12:00pm Where:
Business Development Center
305 West Mercury Street
Butte, MT For more information or to RSVP:
Contact PLUK at 406-255-0540 or email info@pluk.org.
AND Monday, January 14, 2013 12:00 pm - 1:30 pm
From set up to ideas for classroom use, free, easy-to-use web-based student response apps and programs accessible from iPads, Android tablets, computers and other devices for teaching and assessment will be demonstrated. Learn how to utilize programs (from apps allowing you to run video, sound and drawing tools in a quiz on iPads, to programs that can be run from any and all devices at the same time from the Web) to keep students from falling behind, give them a voice in the classroom discussion, generate reports and monitor progress, even during the classroom lesson. PRESENTER: DAN HERLIHY Is Your Head in the Clouds?? This can be a Good Thing! 90 MINUTES
Thursday, November 8, 2012&nb