Welcome to STAR NET Region II's recorded webinar library. Both Parents and Professionals will find videos on useful topics, such as Inclusion, Transitioning from EI to ECSE and more!
PLEASE NOTE: STAR NET Region II is unable to award CEs for watching these recordings.
Here, There, Everywhere Embedding Goals in Classroom Routines and Activities
Originally presented on January 27, 2022 by Ann Kremer, Emily Ropars and Jackie Marino.
Building the executive function component of Inhibitory control lays the foundation for self-regulation and availability for learning. Play is the vehicle where adults can support handing over regulation skills to the child.
Participants will be able to: - Identify the steps to self-regulation. - Review how make-believe play builds self-regulation. - Construct ideas for using play as a teaching tool for self-regulation.
Everything You Want to Know About Transition for Parents
Originally presented by Gina Musielski on January 12, 2022
Soon your child will be turning three! Are you ready? Join us for this webinar to help you prepare for your child’s transition from Early Intervention services to preschool.
We’ll cover:
- Differences between EI and Early Childhood services
- Transition steps & timelines, and why they are important
- Eligibility for school based services
- Parent rights under the law
- Exploring your options
- Sharing what you know about your child, and
- Preparing to be an active participant in the educational planning for your soon-to-be preschooler!
How to Pick the Right Treatment and the Right Therapist A Consumer's Guide to Child Therapy
Originally presented by Dr Steven Kurtz on January 31, 2022
Finding the right treatment and the right therapist for your child and your family can be a daunting task, especially in the pandemic era. Dr. Steven Kurtz, an international authority on effective treatments for children, youth and families will help parents understand the process, from identifying the most well-supported treatments to making sure the fit with the therapist is a good one. Dr. Kurtz also will discuss interesting and novel treatments that are "not ready for prime time" in terms of research support even though they sound like they should work. Using anxiety, ADHD, disruptive behaviors, ASD and selective mutism as examples he will show us how to navigate the maze of potential treatments and therapists.
Participants will be able to:
- Search for research-supported treatments for a child mental health problem.
- State why research support is important in choosing a treatment.
- State the characteristics of a provider most likely to help their child and family.
- State at least one type of treatment that is popular but has not enough support to be considered highly effective.
Puppets Lend a Hand in Teaching Basic Social Skills
Originally presented by Jac McBride on June 21, 2021
Teaching basic social interaction skills is foundational to creating a respectful and positive classroom community. This workshop uses puppets to specifically teach getting a peer’s attention, sharing toys, requesting, turn taking and giving a compliment. When these basic social skills are taught intentionally and are expected when initiating all peer interactions, classroom conflict is reduced. Teachers will collaborate and prepare a small group lesson with puppets using one of the peer interaction scripts as foundation to teach another positive social skill. Be prepared to share your creativity and strategies with colleagues to expand your student’s prosocial skills.
Participants will be able to:
- Examine the Pyramid framework for teaching social emotional skills for creating respectful classroom communities.
- Investigate how to use puppets supports and strategies successfully in the preschool classroom.
- Analyze social scripts to intentionally teach how to initiate interaction with peers for: getting a peer’s attention, sharing toys, requesting, turn taking and giving a compliment.
- Construct a small group lesson using the social scripts presented as foundation to teach an additional peer interaction skill.
Fears & Phobias: What's Normal? What's Not?
Originally presented by Dr. Paul Shawler on April 4, 2022
Fears in childhood are the rule, not the exception. Sometimes these fears rise to the level of phobias, where the worries and avoidance actually interfere with the child's functioning. Join child psychologist expert Dr. Steven Kurtz for a developmental walkthrough to learn what's typical or "normal" at different stages, how to spot when the fears are becoming excessive, and what to do. We will share supportive and practical strategies.
Participants will be able to: - State the difference between a fear and a phobia. - State the difference between accommodating and enabling. - State supportive strategies that avoid unnecessarily reinforcing the child's fear.
Let's Review Early Childhood Outcomes (ECO): Striving for Positive Best Practices in ECO
Originally presented by Nancy Kind on November 7, 2022.
This webinar will provide you with information on the Illinois Early Childhood Outcomes system and assist you to accurately determine outcomes ratings for preschoolers with IEPs. Content will include a review of the three outcomes areas, determining ratings using the Child Outcomes scale, the importance of team discussion including families and decision making based on the child’s functioning across settings. The review of these practices across all team members will help lead to good outcomes for children.
Participants will:
• Investigate the purposes of the child outcomes system
• Examine the outcomes areas, and utilize the rating system and scales used to rate progress
• Analyze key considerations related to accurately completing the Child Outcomes Summary
• Identify the role of the family in the rating process
Understanding Exposures and Extinction Learning in Selective Mutism
Selective mutism (SM) is a failure to speak when speaking is expected (e.g., school and public settings) despite having the ability to speak. Children with selective mutism are often very chatty at home and then become uncharacteristically quiet in school or in public. Conceptualized as an anxiety disorder, SM is essentially a fear of speaking in specific settings. Exposure tasks (e.g., speaking exposures) can be effective in reducing mutism and increasing speaking across people, places, and activities by activating extinction learning. Extinction learning is a process whereby a new association between the expectation to speak and the absence of the feared aversive outcome is formed, weakening the association between speaking and fear. When working with your child with selective mutism, it may help to understand the extinction learning process behind doing speaking exposures so that, as a parent, you can understand how to maximize extinction learning and keep the new learning accessible for your child’s continued growth and generalization of speaking across people, places, and activities.
Participants will:
- Be able to recognize selective mutism as an anxiety disorder
- Be introduced to the concept of exposure tasks to reduce mutism and how extinction learning will support the child's ability to speak in a variety of settings
Stop Spinning in Circles
Originally presented by Becky Handler on November 14, 2022. What are the diverse learners in your preschool classroom really learning with traditional circle time? This time together should be a fun and engaging, intentional teaching experience related to your objectives, standards and studies. Social emotional competence will also be a focus of the presentation. Be inspired to switch things up to meet individual needs with developmentally appropriate tips, strategies and activities to make your large group 15 minutes of engaging fun learning. Participants will: 1. Apply developmentally appropriate expectations for large group time in early childhood. 2. Analyze appropriate activities that should be focused on during circle time 3. Apply knowledge of alternative ways children can participate during circle time.
The Road to Authentic Family Engagement: Understanding and Working Through Barriers
In this session, participants will explore strategies for working around common barriers to engagement for multilingual families with children receiving IEP services. We will discuss and share experiences around building authentic relationships with diverse families in early childhood programs. In addition we will review stages of immigrant parent involvement in schools, and how they impact our efforts for engagement in the special education process. Participants will: Explore strategies for working around common barriers to family engagement Share experiences around building authentic relationships with all families Review stages of immigrant parent involvement in schools, and how they impact our efforts for engagement.
Using Shared Reading with Core Vocabulary in the Early Childhood Classroom
A comprehensive approach to literacy for children who may have communication challenges includes robust and repetitive access to literacy experiences. Share Reading is an approach that educators and families can use daily to help build their child's literacy and language skills. Pairing this technique with core vocabulary, an evidence based method for providing functional communication to people developing their communication skills couldn't be easier! This webinar will provide participants all they need to begin using Core Based Shared Reading, as well as to teach others the power of this practice.
Inclusion of Young Children with Autism: Part 1 Rationale, Myths and Quality Indicators
Join us for the first in this 3 part series with Erin Barton. This workshop will provide strategies to support the inclusion of individuals with autism spectrum disorders and other developmental disabilities in preschool. Participants will learn the rationale for inclusion for children with autism and dispel myths related to inclusion. Participants will also explore the links between the indicators of high quality inclusion and effective instruction.
Particpants will be able to:
1. Learners will list the rationale, myths, and Quality Indicators of preschool inclusion.
2. Learners will describe effective classroom practices including how to teach to the entire learning cycles.
3. Learners will describe how to embed instruction across the day for all learners.
Building Phonological Awareness with Picture Books
Phonological awareness skills are the foundation of beginning reading. Explore the developmental trajectory of phonological awareness to design activities that engage all learners in recognizing spoken sounds. Integrate movement, music, and play to support differentiated instruction to make phonological awareness skills accessible for all students. Using picture books as a spark, make playing with words and sounds a regular part of your classroom routine.
Particpants will be able to:
1. Describe the developmental trajectory of phonological awareness.
2. Identify picture books that can build phonological awareness.
3. Create three activities to build phonological awareness from a picture book.
Inclusion of Young Children with Autism: Part 2 ABA, Learning Cycles and Goals
Join us for the second event in this 3 part series with Erin Barton. This workshop will provide strategies to support the inclusion of individuals with autism spectrum disorders and other developmental disabilities in preschool. Participants will learn effective classroom practices to teach the entire learning cycle and how this relates to Applied Behavior Analysis (ABA) principles.
Particpants will be able to:
1. Learners will list the rationale, myths, and Quality Indicators of preschool inclusion.
2. Learners will describe effective classroom practices including how to teach to the entire learning cycles.
3. Learners will describe how to embed instruction across the day for all learners.
Play Facilitation for Transdisciplinary Play Based Assessment-2
This workshop will discuss and illustrate play facilitation strategies with challenging children. Sometimes following the child's lead and presenting interesting materials is not enough to get the child engaged in play activities. Dr. Linder will provide suggestions for working with children who are shy, angry, perseverative or have other concerns that need a specialized approach.
Participants will be able to:
-- Identify traditional play facilitation strategies.
-- Discuss different ways to involve team members in play facilitation.
-- Implement strategies to facilitate children with challenging behaviors.
Family Facilitation in TPBA2: Strategies for Effective Communications
Dr. Linder will provide strategies for communication with families with regard to various roles of the family facilitator. Strategies to use before, during, and after the TPBA2 will be presented.
Participants will be able to:
- Name the various roles of the family facilitator
- Demonstrate responsive communication strategies for obtaining and providing information to family members
- Practice carrying out sensitive interactions with culturally and linguistically diverse families to inform assessment
Transdisciplinary Play Based Assessment-2 Follow Up: Solutions to Common Issues
This training is for teams who have been conducting TPBA2 and would like an opportunity to review best practices, raise issues, and consider solutions to problems encountered by their teams. Each of the phases of the TPBA2 will be considered. Dr. Linder will design the training based on a survey of teams using TPBA2 prior to the training.
Particpants will:
1) Implement strategies for teams to reach fidelity on TPBA2
2) Provide examples of solutions to challenges in TPBA2 implementation
3) Share ideas across teams for “what works”
Focused Social and Emotional Attention for Preschool Children with Challenging Behaviors
Universal practices are often suitable to promote the development of social competence in the majority of children in the classroom, however, educators and professionals may find that there are preschool age children whose lack of social and emotional skills or whose challenging behavior requires more focused attention. Ms. Maguire will demonstrate how modeling and scaffolding for young children with level 1 Autism, ADHD and other learning challenges will increase the child’s ability to develop the key social skills they need to understand their emotions and the emotions of others, handle conflicts, problem solve, and develop relationships with peers. Coaching “The 4 Steps to Understanding Emotions in Ourselves and Others” to children with or without an IEP or 504 plan may require additional supports to focus their attention such as pairing directions with gestures, visuals, social stories, and verbal models.
The 4 Steps to Understanding Emotions in Ourselves and Others:
• Emotional awareness
• Labeling emotions (Name it-to-Tame it)
• Expressing emotions - How? When?
• Regulating emotions
Social Coaching at Home: Learn How to Coach Your Child and Develop Social Emotional Skills in Daily Life
A parent webinar to train parents how to really teach their children social skills. Parents will find out how they can use simulation and other methods to develop social skills and continue social emotional learning at home.
Learner Objectives:
1) Help parents identify emotions and implement techniques to promote social and emotional growth in early childhood.
2) Promote play coaching by building the skills that encourage children to join in, cooperate with playmates, take turns, understand the social expectations of peers, meet play mate expectations, and recognize inappropriate behavior.
3) Create visual and auditory cues to promote social emotional growth and to help children find strategies to support emotional regulation
Inclusion of Young Children with Autism: Part 3 Embedding Instruction
Join us for the third event in this 3 part series with Erin Barton. This workshop will provide strategies to support the inclusion of individuals with autism spectrum disorders and other developmental disabilities in preschool. Participants will learn effective classroom practices to embed instruction throughout the routine of the day.
Particpants will be able to:
1. Learners will list the rationale, myths, and Quality Indicators of preschool inclusion.
2. Learners will describe effective classroom practices including how to teach to the entire learning cycles.
3. Learners will describe how to embed instruction across the day for all learners.
Building Writing and Print Knowledge with Picture Books
Build a foundation for writing in your classroom. Using read alouds as a starting point, engage your students with and without disabilities in writing activities across daily routines. Help children develop the understanding that print carries a message as they create written texts through scribbling, drawing, or writing letter-like forms based on their ability level. Engage all students in creating classroom books!
Particpants will be able to: 1. Describe three ways to integrate writing into daily classroom routines. 2. Engage all students in creating shared texts and classroom books. 3. Provide differentiated writing opportunities.
Helping Children Find their Voice in School and Beyond: Selective Mutism Basics for Young Children
Originally presented by Kathy Slattery and Megan Carlson on July 18, 2023.
PLEASE NOTE: STAR NET Region II is unable to award credit for viewing this recording.
Selective mutism is a childhood anxiety disorder characterized by a child’s inability to speak in one or more social settings (e.g., at school or in public places, with adults or peers) despite being able to speak comfortably in other settings, such as at home with family. This condition is often first noticed by preschool or early primary classroom teachers and it can have a significant impact on the student’s ability to fully participate in classroom and school activities both academically and socially. Attend this webinar to gain a better understanding of this complex and often misunderstood condition and learn resources and strategies which can be crucial in supporting the child in overcoming selective mutism.
Participants will:
1. Understand selective mutism as an anxiety disorder
2. Identify signs and symptoms to support early identification/understanding of selective mutism in children and the impact of selective mutism on a student's school participation
3. Learn classroom strategies to increase comfort and success and decrease accomodations and anxiety
4. Know where to access additional evidence based resources and information to support children who have selective mutism and their families
ECSE Teacher Cohort: Embedding Play in Daily Routines
Originally presented by Katie Suchy and Becky Handler on August 21, 2023.
PLEASE NOTE: STAR NET Region II is unable to award credit for viewing this recording. This workshop will review the importance of play in all early childhood classrooms and what developmentally appropriate play should look like. We will discuss how to integrate play into your daily schedule and how you can address all objectives (both classroom and IEP) in a natural inviting way for kids to learn.
Introduction to the Pyramid Model - Part One
Originally presented by Nancy Kind on August 22, 2023.
PLEASE NOTE: STAR NET Region II is unable to award credit for viewing this recording.
This webinar introduces the Pyramid Model framework to participants and is a great way to learn about the framework. Introduction to the Pyramid Model is a preliminary overview and participants can not consider themselves trained in the Pyramid model by attending this webinar. This webinar is strongly encouraged for teachers, paraprofessionals, administrators or related service staff who are considering participation in the Pyramid Model of Social Emotional Support Cohort Series. The Topics include: the relationship of the Pyramid Model to prevention science, equity, inclusion, trauma-informed care, anti-bias practice and the use of data for decision-making, understanding child behavior, and the research that provides an evidence-base for the use of the Pyramid Model.
CLICK HERE for a link to the handouts folder.
Introduction to the Pyramid Model - Part Two
Originally presented by Nancy Kind on August 29, 2023.
PLEASE NOTE: STAR NET Region II is unable to award credit for viewing this recording.
Continued from Part One.
Treating Selective Mutism as a Speech-Language Pathologist
Originally presented by Emily Doll on September 19, 2023.
PLEASE NOTE: STAR NET Region II is unable to award credit for viewing this recording.
Selective mutism (SM) is an anxiety disorder in which children are able to communicate appropriately in at least one context, but struggle in other settings or with other communication partners. SM profoundly affects social/pragmatic language skills, as well as academic and social-emotional skills, and treatment of this disorder falls under the speech-language pathologist’s scope of practice. The current presentation will discuss characteristics of SM and the role of the SLP in working with students with SM, review evidence-based treatment approaches and techniques, provide guidance regarding how to progress through therapy for children with varying severity levels of SM, discuss specific activities that can be utilized in therapy, and provide attendees with the opportunity to practice new skills and techniques.
Particpants will be able to:
1. Describe characteristics of selective mutism and the speech-language pathologist's role in assessing and treating selective mutism
2. Plan and carry out an effective assessment protocol to determine the student's strengths and areas of need
3. Implement an intentional and evidence-based treatment program tailored to the student's individual needs
Implementing the Project Approach for All Learners
Originally presented by Sarah Pappas on November 8, 2023.
PLEASE NOTE: STAR NET Region II is unable to award credit for watching this recording.
This webinar will focus on how to effectively implement the Project Approach in the inclusive early childhood classroom. Participants will learn about selecting a project topic and then spend time digging into the three phases of the Project Approach and what each phase entails. Specific emphasis will be placed on strategies and accommodations for making the Project Approach accessible for all learners, including preschoolers with disabilities. Whether participants are new to learning about the Project Approach or experienced, this course is for you! Many project examples will be shared and the opportunity to ask questions and problem-solve challenges together.
Particpants will:
1. Gain knowledge about how to select a relevant project topic.
2. Gain knowledge about the three phases of Project Approach and specific strategies to effectively implement them.
3. Gain knowledge about strategies and accommodations for making the Project Approach accessible for all learners, including preschoolers with disabilities.
Using Classroom Books to Target Speech and Language Skills: A Versatile Tool for SLPs
Originally presented by Doreen Comings on January 10, 2024.
PLEASE NOTE: STAR NET Region II is unable to award CEs for viewing this recording.
This workshop will provide examples and ideas for creating, using, and sustaining classroom books for the preschool classroom. The ideas will cover ideas for creating classroom books that utilize students photos, classroom photos, favorite stories, favorite themes, and student descriptions and ideas. The workshop will detail ways that different classroom books can be utilized to target specific language skills including, speech sound production, correct use of pronouns, grammatical expansion, and formulating and responding to questions. Ideas and examples of how to encourage children to use the books independently and how to utilize the books during whole-group and small group instruction will be discussed.
Particpants will:
Examine strategies and supports to integrate therapy services into the daily classroom routines of the preschool classroom through the use of classroom books.
Provide ideas to create classroom books using student photos, ideas, and contributions that can be used to target specific speech and language skills
Provide ideas to allow for carryover of speech and language skills using classroom books including ways to expand language, increase use of descriptive words to describe pictures, respond to questions from adults and peers regarding items and topics in the books. These strategies can support students with IEPs and also for children without IEPs.
It All Makes Sense...Numeracy Learning for All Young Learners
Originally presented by Sarah Pappas on April 8, 2024.
PLEASE NOTE: STAR NET Region II is unable to award CEs for viewing this recording.
What does teaching number sense actually entail? How can you be sure you are optimizing your time in the inclusive early childhood classroom to build a strong foundation of numeracy for all young learners? This webinar will focus on breaking number sense down into three big ideas, using evidence based resources. Within each big idea, a variety of strategies and activities will be shared to ensure you are providing the most relevant and rigorous math experiences for your students. Emphasis will be placed on differentiating math strategies and accommodations for building number sense for all learners, including preschoolers with disabilities. Subitizing, number talks, and math stories are just a few of the many activities we will dig deeper into with a specific emphasis on why they are important and how they build number sense.
Particpants will:
1. Learners will gain knowledge about breaking number sense down into big ideas.
2. Learners will implement strategies and activities in order to strengthen students' number sense.
3. Learners will discuss strategies and accommodations for providing an environment that builds numeracy skills for all learners, including preschoolers with disabilities.
Unlocking Potential: Maximize Inclusion with the Power of Visual Aides
Originally presented by Rachel Varela Bernardin on August 22, 2024. PLEASE NOTE: STAR NET Region II is unable to award CEs for viewing this recording. Children are concrete learners, and we understand that utilizing vocabulary alongside hands-on experiences aids in contextual understanding. However, how does this apply in less structured settings like stories or conversations? Visuals play a crucial role in providing all children including those with and without disabilities, with access to essential vocabulary, facilitating the ability for everyone to participate, and reducing the cognitive load to allow their full potential to flourish. This webinar will feature various examples illustrating the use of visuals in diverse contexts, incorporating real classroom instances to inspire ideas for implementation in your own early childhood special education and blended classrooms. Additionally, links to the visuals I have already created will be provided.
Objectives:
1 - Develop an understanding of the importance of combining vocabulary with hands-on experiences to enhance contextual learning for concrete learners.
2 - Explore the role of visuals in less structured settings such as stories and conversations, recognizing their significance in providing inclusive access to essential vocabulary and promoting active participation among all children.
3 - Gain practical insights and inspiration for implementing visual aids in the classroom by examining real-life examples and scenarios, supplemented with access to existing visual resources for immediate application.
Starting the School Year on the "Write" Foot!: A Beginner’s Workshop on Making Observations and Writing Anecdotal Records
Originally presented by Marc Baxter on August 29, 2024.
PLEASE NOTE: STAR NET Region II is unable to award credit for viewing this recording.
For this 2 hour webinar we will look to explore observation and documentation at an entry level. This webinar will support staff serving preschool students who have IEPs as well as general education students in preschool classrooms in writing anecdotal notes to support instruction and assessment goals. We’ll look at the purpose and methods of observation, making schedules and routines for observation, strategies to consider, and use videos for practice. Additionally, examples of anecdotal records and record systems will be shared.
Objectives:
1: Participants will practice observation and writing documentation from watching videos of children in action.
2: Participants will observe different methods of taking documentation through a variety of anecdotal records and record systems.
3: Participants will explore how IEP benchmarks can be used to plan for observation and documentation, and practice these concepts through watching videos of children in action.
Getting Present Levels on the IEP Right and How to Write IEP Goals to Ensure Functionality and Quality - Part 1
In part 1 of this two part series, participants will learn about using ongoing authentic assessment data to build the present levels of academic achievement and functional performance (PLAAFP) statement in the IEP. We will introduce the "Golden Thread" that sews the entire IEP together. Participants will see how they can take their current evaluation summary to the PLAAFP statement when completing an initial or triennial evaluation. Lastly, participants will understand how the building of the PLAAFP in this way will set up the rest of the IEP to be high quality.
Participants will be able to:
1) Use data to measure present level of academic achievement and functional performance.
2) Discuss ways to prioritize authentic assessment data in the IEP.
3) Summarize the Golden Thread of the IEP.
4) Create high quality goals based on present level data.
5) Clarify what makes a goal "IEP worthy".
6) Restate the importance of targeting foundational skills for IEP goals.
Getting Present Levels on the IEP Right and How to Write IEP Goals to Ensure Functionality and Quality - Part 2
Part 2 will continue the work from session 1 by working through the Impact/Needs statement based on the PLAFFP. Next, participants will take a deep dive in goal writing. The concept of the golden thread will be extenuated through using “filters” to determine if a need/next step is IEP goal worthy. Participants will learn about foundational skill development in each domain and compare/contrast worthy functional goals versus goals written for general skill development.
Participants will be able to:
1) Use data to measure present level of academic achievement and functional performance.
2) Discuss ways to prioritize authentic assessment data in the IEP.
3) Summarize the Golden Thread of the IEP.
4) Create high quality goals based on present level data.
5) Clarify what makes a goal "IEP worthy".
6) Restate the importance of targeting foundational skills for IEP goals.
Learning About SPP Indicator 7: Striving for Positive Best Practices in Early Childhood Outcomes
Originally presented by Nancy Kind on January 8, 2025 PLEASE NOTE: STAR NET Region II is unable to award credit for viewing this recording. Are you responsible for implementation of ECO with your students? This is the workshop for you if you are new to the ECO process or need a refresher. This webinar will provide you with information on the Illinois Early Childhood Outcomes system and assist you to accurately determine outcomes ratings for preschoolers with IEPs. Content will include a review of the three outcomes areas, determining ratings using the Child Outcomes scale, the importance of team discussion including families and decision making based on the child’s functioning across settings. The review of these practices across all team members will help lead to good outcomes for children. Participants will: 1 - Investigate the purposes of the child outcomes system 2 - Examine the outcomes areas, and utilize the rating system and scales used to rate progress 3 - Analyze key considerations related to accurately completing the Child Outcomes Summary 4 - Identify the role of the family in the rating proces
In the Heat of the Moment
Originally presented by Barbara Kaiser on January 9, 2025. PLEASE NOTE: STAR NET Region II is unable to award credit for viewing this recording. We’ve all been there: A child is beginning to melt down or heat up! What do you do next? Even if a child has a diagnosis or an IEP, sometimes in the heat of the moment your response can escalate the child’s challenging behavior. Children’s behavior can escalate quickly and your feelings about that escalation can erupt just as fast. You can only help a child to de-escalate when you are in control of yourself, have a relationship with the child, and believe in him/her. Attend this webinar to find out how. Participants will be able to: 1. Recognize the importance of self-regulation 2. Identify when children feel good about themselves and when they are starting to fall out of that competent state 3. Summarize the stages of behavior escalation and how to respond to each stage 4. Practice helping children to de-escalate and re-join the group.
Responsive Small Group Instruction in the Inclusive Classroom: Using Ongoing Data collection to Inform Instruction for All Students
Join us for an engaging webinar that explores how ongoing data collection can shape responsive small group instruction in an inclusive classroom. Participants will learn how to deconstruct standards and objectives to make meaningful use of data and create actionable plans for individualized instruction. This session will provide practical strategies to ensure all students, receive tailored support based on their unique learning needs.
Participants will be able to:
- Understand how data collection can shape responsive small-group instruction.
- Learn to deconstruct standards and objectives to make meaning of data.
- Create action plans for individualized instruction based on data
Using SMART Goals to Target Appropriate School-Based Interventions for Selective Mutism
This presentation will highlight critical information about school-based goal setting more generally and specific to development of a child’s Individualized Education Plan (IEP). This presentation will highlight 1) common target areas for goal setting to address SM symptoms in schools based on current SM functioning and presenting symptoms, 2) behavioral intervention supports that could be used to help reach identified goals, 3) the process for developing SMART goals (i.e., Specific, Measurable, Attainable, Relevant, and Timely) related to symptoms of SM, and 4) data-based goal tracking systems for measuring and assessing growth and progress over time specific to SM intervention.
Embedding Assistive Technology and Core Vocabulary in the Preschool Classroom
Originally presented by Erin Ross on April 10, 2025 PLEASE NOTE: STAR NET Region II is unable to award credit for viewing this recording. Join us for an engaging and practical session on embedding assistive technology (AT) and core vocabulary into the preschool classroom throughout the school day. This session will explore a model of a district’s Core Vocabulary Initiative where a focus on specific core words each month can be implemented. As the year progresses, these core words build on each other, enhancing preschooler’s communication opportunities. The importance of team collaboration will be highlighted to create a resource that identifies phrases and sentences all staff will use that identifies phrases and sentences aligned with monthly words and their use into centers, activities and lesson planning This webinar will also address creative ways to integrate AT during playtime to make communication accessible and engaging. Attendees will learn how dedicated AAC users can interact with eye-gaze technology to control IR-controlled toys, use switch-adapted toys with battery interrupters, and even explore brain-controlled interfaces with Sphero robots and more. This session will empower staff to support expressive and receptive communication and interaction using tools that make language and play accessible for every learner.