Choosing A Training Intervention Program

Our professional development sessions are conducted weekly in a variety of subject areas, and the monthly school-wide session, using interactive reform activities, align with the Danielson Framework for Teaching (Danielson, 2013) to showcase best practices of teachers and to develop grade-level performance tasks, looking at students’ work to provide individual feedback that is aligned with the teaching rubric in order to show academic progress and growth in the target areas of ELA and Math.

One of the topics from these PLCs could be on collaboration that will benefit the bilingual students. When general education teachers, ESL/bilingual teachers, and administrators participate in learning opportunities together, they build a shared foundation of awareness and understanding. They become more comfortable reaching out to each other. They begin to see ELLs’ education as the common responsibility that it is (Molle,

On Tuesday, September 27, 2016, CSD2 Office of Special Services along with the State Department of Education will be offering a Crisis Prevention Intervention Training(CPI) from 8:00 AM 4:00 PM. This training is designed for SPED staff or staff that directly works with SPED students that have never been certified through CPI, and and staff that has been certified in the past, but currently hold expired certifications. The purpose of the training is to equip staff with proven strategies for safely defusing anxious, hostile, or violent behavior at the earliest possible stage. Due to the nature and physical involvement of this training, relaxed dress code is suggested.

Response to Intervention (RTI) is used in every school in the United States. RTI is a system put in place to identify and provide instructional support to at-risk students, this includes but is not limited to students with a disability. (20) The purpose of an RTI is to help identify the students before they reach a level of failure. RTI is divided into four elements: Universal screening, Tier 1, Tier 2, and Tier 3. Although students are categorized this does not limit them from the other elements. A student who is assessed as a Tier 2 would still be involved in all Tier 1 activities. The Universal screening portion of the RTI is administered at least once a year, normally schools will have a pre and post screening for every student. RTI also has a team of support for the regular teacher, support is available on every Tier from a speech pathologist, school psychologist, administration, or any additional specialist the team recommends. The purpose of the RTI team is to provide the teacher with every resource needed to help all students be successful.

The behavior analyst uses many different approaches when teaching new behaviors. There are three interventions, that are mainly used which are modeling, shaping and chaining. Modeling is a form of imitation of a behavior, in which the individual mimics that behavior of another individual. However, when using shaping it allows the use of differential reinforcers to produce a series of gradual changes in response towards a specific behavior. The use of chaining refers to a specific set of response behaviors to a specific stimuli that produces a new behavior.

The mind of education has changed in the last few years to get away from teachers working alone in isolation to a new idea of Professional Learning Communities (PLCs). In contrast to the traditional paradigm of professional development in which teachers attend off-site workshops and conferences that may or may not inspire them to change their thinking or instruction, the Professional Learning Community (PLC) involves teachers in site-based, ongoing, collaborative professional development (Linder, Post and Calabrese 2012). These new programs have allowed teachers to get away from isolation and start sharing ideas that will help the entire school community, and nowhere is this more important than in new teacher mentor/mentee programs.

Response to Intervention (RtI), an evidence-based intervention design has increased in schools in order to close the learning gap and meet all requirement of No Child Left Behind (Gersten, Rolhus, Clarke, Decker, Wilkins, and Dimino, 2015). Most authors state that RtIs effectiveness in mathematics lack proven success within schools’ day to day operations. Gersten,et (2015) explain that replication of research studies outside of the controlled setting on a larger scale is a rarity. When moving from an efficacy trail- performed in experimental controlled environment (the original trial)- to an effectiveness trail- “a series of large-scale, multisite experiments with minimal external control (p 518), classroom implementation may be difficult. Most efficacy trails are unsuccessful because they lack the ability to adjust the instruction to fit the real-world needs.

Project SHINE deals with integrating immigrants and refugees into this country. African Family Health Organization (AFAHO) is the name of the site I was placed in through project SHINE. Students volunteering for project SHINE are instructed to teach ESL without having been previously licensed to do so. Student teaching learners English do not go too indebt when dealing with the English language. We are told not to go deep into grammar, as the learners are there to generally become comfortable with the English language. Whether it is from learning the alphabet, months of the year, how to ask for help, read street signs, and count change at the grocery store the learners surely do learn a lot and in my experience have obtained a lot of

Professional development has been described as “ongoing learning opportunities available to teachers and other education personnel through their schools and districts.” (Editorial Projects in Education Research Center, 2011) It is a concept that is very common in the field of education. Some educators participate in it for continuing education requirements, some because it is mandated my administration, and others on a voluntarily basis to enhance their instruction and keep abreast of new best practices. Whatever reason educators have for engaging in professional development opportunities, it is a necessary part of any efforts to improve or reform a school. The CT State Education Resource Center (SERC)

Irrespective of condition, teachers completed professional development prior to the start of the academic year as well as a winter refresher workshop. Professional development for the BAU teachers was based on neutral topics to equate contact with the study team. All teachers were provided a video camera and recording media to video tape their classroom instruction every 2 weeks and mail these to the study staff; these videos were coded to examine adherence to LLLI for the intervention teachers and to examine differences in language-facilitating techniques across the two

Training plans need to support the goals and objectives of the company while also following established policy and procedures. Four guidelines are offered for training professionals on planning collaborative interventions that are more likely to affect business objectives are develop a theory of impact, reframe the point of evaluation from proof of evidence, isolate the effects of training, and establish accountability for training (Bernardin & Russell, 2013). Naturally, the training plan for customer service representatives will include the methods of how to perform the expectations of the position. Of course, the instructor should set the tone of training at the beginning for the importance of providing superior customer service while

Given the complexity of idiom learning, the commonness of idiomatic expressions in spoken and written classroom communication and beyond, and the educational goal that all students gain an understanding of figurative language, idioms should be an integral part of vocabulary and reading instruction in the classroom. Students with difficulty in understanding figurative language require explicit instruction to enhance their ability to interpret idioms independently and should be provided with opportunities for repeated exposure to this type of linguistic material. The purpose of the present paper is to investigate the currently available evidence-based intervention strategies that promote comprehension of idiomatic expressions in school-age children

Over the past decade, many literary studies has emerged on in-service professional development, teacher learning, and teacher change. The research literature includes mixture of studies including intensive case studies of classroom teaching (e.g, Cohen,1990), evaluations of programs designed to improve teaching and learning (e.g., U.S. Department of education 1999), and surveys of teachers about their pre-service preparation and in-service professional development experiences (e.g., Carey &Frechtling , 1997). In addition, there is a considerable amount of literature describing "best practices" in professional development, drawing on expert experiences (e.g.,

The purpose of this article is to examine a model for training counselors and supervision in cognitive skills that can be used to supplement any behavioral skills approach to counseling. Moreover, the main emphasis of this four phased model is structured to educate counselor trainees in cognitive skills and approaches associated with attending to and seeking information, forming hypotheses and conceptual models, and planning, guiding, and evaluating therapeutic interventions. This article maintains that instructional techniques and exercises are described for each of the four phases of training. Furthermore, the instructional techniques and exercises are 1 promoting awareness of cognitions, introducing the cognitive skills, trainee cognitive

This proposed phenomenological and quantitative study will look into the relationship between an internet based computer program intervention and a curriculum based intervention to increase student fluency among third grade students. The participants of the study will be eighteen struggling third grade students reading below third grade level in a low socioeconomic (Title I) school, in Weatherford Independent School District. The research will be conducted over a period of four weeks. During this timeframe, students will be working daily on either Istation, the internet-based intervention or AIMSweb, a teacher-led, curriculum based intervention to compare fluency results between the two intervention programs. There will be eight male and eight