Francis Young International



World Wide Consulting in Special Education Services

Special Education Training

FYI-CSI offers Professional Development and Trainings for districts and counties within the United States and countries developing new inclusive practices.  Our team is also willing to travel to support schools within the Armed Service System.  These supports are available for both long and short term contracts.

Training can be for line staff, local administrators and/or regional administrators:

  • Support in developing a successful interventions with students on the Autism Spectrum.
  • Development of effective Response to Intervention (RtI) systems to support the learning of all students.
  • Assisting in the development of a Pro-active Child Study Team. We can help your team understand how effective CST's can improve student performance.
  • Collaborate on the development of a Positive Behavior Support system for all students that would meet current Federal Guidelines.  We will work with your staff to understand how effective classroom management will improve student outcomes.
  • Collaborate with developing regions on Rule development in order to allow for appropriate support for students with unique needs.
  • Co-teaching. We can work with your staff to understand the different models of Co-Teaching and what may work best for your team.
  • Classroom management. We can work with your team to develop effective strategies for classroom management. This will include strategies to deal with students with behavioral issues.
  • Data collection. We can work with your staff to collect data on student progress to we assist your team in developing effective programing for students.
  • We also offer an intensive instruction that ensure increased opportunities for engage learning. Creating a safe and dynamic environment can positively change the desired outcomes for a group of students. Our skilled educators are able to foster learning goals in the regular classroom, in small group pull-out session with direct instruction, or in a customized program.
  • Program Benefits:
    • Designed to use effective, thorough analysis of benchmark data, the alignment of instruction to student need, and dedicated, skilled personnel to manage the system.
    • Targeted, explicit instruction and skills enhancement for students based on individualized learning needs.
    • Implemented using the curriculum of your choice, in any subject, based on school preference, or a recommended instructional solution from an educational publisher.
    • Detailed, program reporting.
    • District and School wide program implementation creates consistency in all curricular areas.
    • Establish comprehensive educator evaluation systems that differentiate effectiveness, include student learning growth and other indicators of excellent teaching, and focus on results and consequences.
LEADERSHIP TRAINING

The Art of Change-What Stops Educational Systems from Moving Forward?

  • Education is very slow at making changes. We will start by defining the difference between a leader and a manager and how it can effect a learning system.
  • We will explore factors that interfere with Leaders from moving systems forward.
  • We will discuss how these factors impact Leaders in their current situation.
  • We will look at potential ways to overcome the roadblocks that impede change.

Special Education 101-How do Principals bring two worlds together

  • Special Education is a complex and difficult world to understand. In this session we explore many aspects that cause General Education administrators trouble.
  • We wi ll discuss the legal aspects and how Federal Laws and State Rules do not always align.
  • What are State Performance Plan (SPP) indicators and why is that important for Leadership to understand them?
  • What do Principals and Leadership need to understand when signing the IEP.
  • We will explore what are the cost of Special Education and why we are required to provide those services.
  • We examine the Principals role in supporting the learning of all students.

Developing Parents as Partners

  • This segment will work with Leadership on the various aspects of developing positive relationships with parents. In many cases, working effectively with parents of students with learning difficulties is a key to a successful year. Both for the Leadership and their staff.
  • It will also examine the legal aspects of IDEA and what are the requirements of schools as it relates to parents. How do Leaders currently distinguish between an At-Risk student and a child with a disability.
  • A discussion on the "grieving" process that many parents have to deal with when supporting a child with disabilities.
  • This will include dealing with parents from Generational Poverty areas.

Early Childhood-How Does it Impact Long-Term Learning?

  • We will review the research on Early Intervention and the positive effects on a child's long-term learning.
  • We will explore the long-term financial impact of a failed Early Childhood system.
  • How do we convince young parents to be active in the Early Childhood system.

Special Education 101-How do Principals bring two worlds together

  • Special Education is a complex and difficult world to understand. In this session we explore many aspects that cause General Education administrators trouble.
  • We will discuss the legal aspects and how Federal Laws and State Rules do not always align.
  • What are State Performance Plan (SPP) indicators and why is that important for Leadership to understand them?
  • What do Principals and Leadership need to understand when signing the IEP.
  • We will explore what are the cost of Special Education and why we are required to provide those services.
  • We examine the Principals role in supporting the learning of all students.

The Legal aspects of Special Education-Special Education 102

  • Leaders need to understand both worlds of education. This will be a continuation of Special Education 101.
  • What are the financial implications for your school? The Do's and Don't of working with Special Education budgets and staffing.
  • This session will examine Federal Rules that govern Special Education.
  • We will examine recent court cases that impact how schools do business.

Multi-Tier Systems of Support (MTSS) introduction 101-What is it and why do we have to do it?

  • It is important to understand that children come to the educational system with a variety of abilities or lack of abilities.
  • We will begin by having a discussion on how schools currently identify students with learning problems.
  • We examine the differences between the "Lack of Appropriate" Instruction and a true disability.
  • We will begin to look at methods to distinguish the difference and how Leaders support the learning for all students.

Multi-Tier Systems of Support (MTSS) 201-Developing an Effective System-Collecting Appropriate Data

  • We will continue to look at Data Collection. What is necessary?
  • Conducting a file review and how that plays into identifying students with disabilities.
  • We will explore various interventions to support an MTSS system.
  • We will review when we move to a Special Education referral.

Inclusion-What does it mean and how can we do it effectively

  • We will examine Federal Law on the language of Inclusion.
  • We will discussion with participants on their current practices of inclusion.
  • We will discuss what prevents inclusive practices in schools.
  • We will explore supports for General Education teachers in inclusive schools.

Co-Teaching-Could it Work for you?

  • What is Co-teaching? Why would Principals support Co-Teaching?
  • Co-Teaching has many faces. We will look at the different methods and types of Co-Teaching.

What are they telling us with those Behaviors-What does it look like and what does it impact your school?

  • Disruptive behaviors are the number one challenge to schools across the world.
  • We will examine the various behaviors that schools deal with.
  • We will discuss with students are attempting to communicate with us with the various behaviors.
  • We will discuss how we can attempt to not get sucked in power struggles with behaviors.
  • We will discuss strategies in an attempt to provide alternatives to the behaviors we are seeing.
POSITIVE BEHAVIORAL INTERVENTION SUPPORT TRAINING

The team from FYI-CSI, llc has the ability to conduct the following workshops in the area of Positive Behavioral Intervention Support (PBiS):
  • Introduction to PBiS-what it is. Positive Behavioral Interventions and Supports. A basic introduction to the history and basic applications to the theories to improve student behavior while improving academic improvement.

  • The Basics of PBiS with the latest Updates. This would be the second level introduction for staff that have the basic understanding. This could also be used for systems that have already implemented the basics.

  • Examining the Current Classroom Systems with PBiS. We would look and explore current classroom activities. It would also allow staff to do self evaluations. Training could also be tailored to working with staff to develop a PBiS system that would offer consistency across a system.

  • School Climate Change: Understanding & Enhancement. We would work with systems to examine their current practices; gage the effectiveness and develop an understanding on strategies to improve the school climate.

  • School Climate & Classroom Behavior Management. The next steps in developing advance strategies to improve the school climate.
  • How are PBIS, MTSS, & RtI Related? Look at how these areas relate and support each other.

  • Enhancing Equity in School Discipline/Using Discipline Data to Assess and Address Disproportionality. Studying and developing a systematic approach to collecting data; assessing the data that will drive improve support for students within a PBiS system.
Contact FYI-CSI for more information and answers by our team of consultants for training in special education world wide.

Explicit Instruction (EI): Effective and efficient teaching

Foundations of Explicit Instruction
This presentation/workshop addresses instructional decision-making and helps teachers determine when to use EI (based on e.g., type of skill, level of student need, prior knowledge) and when and how discovery-oriented approaches might be reasonable. Pre- and in-service teachers will understand and apply the principle that instructional decisions must be made based on student needs over teacher preferences

Basic EI principles and vocabulary will be introduced and emphasis is placed on the structured, systematic nature of EI, the importance of frequent, targeted, informal assessment, the need to adjust instruction based on student responses, and types of scaffolding that are foundational to effective teaching.

Included in this presentation is a brief and well-grounded overview of the research base supporting EI in order to facilitate teacher buy-in. Teachers will engage in an interactive overview of three principles that are highly correlated with student success: academic learning time, content coverage, and level of success.

Skills and strategies for lesson design
This presentation/workshop introduces and provides practice with the overarching structure of an EI lesson (i.e., opening, body, close). Teachers will understand the components of an effective opening, body, and close and will participate in writing an EI lesson plan with feedback from instructors. Special emphasis is placed on the body of the lesson, consisting of model ("I do"), prompt ("we do"), and check ("you do") steps. Each component of the body of the lesson is explained and demonstrated clearly and teachers have the chance to practice generating objectives and instructional language in this format and to receive feedback from instructors and make corresponding adjustments.

Teachers will have multiple opportunities to devise lessons that address different skills in their content areas. This workshop lays the foundation for lesson delivery during which teachers will present sample lessons with feedback and modifications.

Lesson delivery skills This presentation/workshop provides teachers with essential lesson delivery skills to keep students engaged and successful. Skills that are introduced, modeled, explained, and practiced by teachers include: (1) eliciting frequent student responses, (2) carefully monitoring student responses and making instructional adjustments, (3) providing immediate affirmative and corrective feedback, (4) assessing and providing the appropriate pace for instruction.

Student responses are foundational to effective lesson delivery. To that end, teachers are provided with information about response type (e.g., spoken versus written, group versus individual) and the most effective uses of each type. A key emphasis of this workshop is effective praise and teachers will be given ample opportunities to practice providing praise that encourages student engagement, mastery, and retention.

Effective vocabulary instruction
Vocabulary knowledge is essential for reading comprehension. Teachers will learn how to select high-impact words to target for explicit vocabulary instruction as well as the most efficient and effective ways to teach content-area specific or general vocabulary words.

Teachers will practice developing "student friendly" definitions and teaching the words in context with instructor feedback. Instructors will model an EI vocabulary lesson, building on information from the lesson design workshop, and teachers will develop and deliver an EI vocabulary lesson for 1-3 words from their grade level/content area that they will be able to deliver to their own students in the fall.

Effective independent practice
This presentation/workshop provides teachers with a rationale for independent practice ("seatwork" or homework) and methods for ensuring that independent practice serves as the final step for lasting mastery of skills and knowledge. Benefits of independent practice (i.e., retention, increased speed and accuracy, improved skill generalization and engagement) are addressed and common but inappropriate uses of independent work are explained.

Upon completion of this workshop, teachers will demonstrate an understanding of the different types and appropriate uses of independent practice. Special emphasis is placed on the type and timing of student feedback teachers should provide.

Contact FYI-CSI for more information and answers by our team of consultants for training in special education world wide.



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Francis Young Consulting
FYI-CSI
Francis Young International
Consultants in School Improvement
P.O. Box 982
Highland MI 48356-9998
248.802.7833
mail@fyi-csi.com