Students practice taking cued information from a deaf, native cuer and simultaneously voicing that material to a group. Voicing while working with a team transliterator is discussed and attempted.

Skill Level: Students should be advanced cue readers who are able to cue read comfortably at a conversational rate. Students must already be able to cue read non-model cueing. Students are expected to have participated in silent events and/or classes. Students should also have previous experience in voicing while cue reading.

Areas that will be covered in this workshop:

Participants will learn about the four purposes of assessment that are integral to
making data-based decisions.

Participants will learn the issues involved in measuring progress over time and
assist staff to identify appropriate assessments for each purpose.

Participants will receive resources and tools that can be used to evaluate
assessments already in place. These tools will also help identify if practices are
research based and provide steps in building an effective continuum of
instructional supports.

Participants will be introduced to Minnesota Department of Education’s
proposed Response to Intervention and will walk away with an understanding of
how Minnesota is building a framework that includes both the “what” and the
“how “ of RtI.

This presentation reiterates and delves deeper into understanding the changes in SLD criteria. Participants will compare and contrast the choices available, understand decisions to be made at the district, school and individual level when selecting criteria, as well as determine readiness to use the new component of SLD criteria. Participants will be introduced to Minnesota Department of Education's proposed Response to Intervention and will walk away with an understanding of how Minnesota is building a framework that includes both the "what" and the "how" of RtI.

The focus of the 15th Annual Minnesota Autism Symposium for Educators is on capitalizing on the special interests of students with ASD, developing social competence and building social relationships in inclusive settings. This is a two and a half day graduate course designed for general and special educators, OTs, psychologists, social workers and others who teach individuals with ASD. A variety of instructional methods are used.

The Autism Symposium for Educators is sponsored by Grants through the Minnesota Department of Education, MN Low Incidence Projects, Metro ECSU, and the Minnesota Autism Project. It is done in partnership with Hamline University,University of St. Thomas, and the University of MN Twin Cities.

Funding for this Symposium is made possible with a grant from MDE. The source of funds is federal award Special Education – Programs to States, CFDA 84.027A and Special Education – Preschool Grants, CFDA 84.173A, IDEA, Part B, Section 619.

Participants will practice integrating school-wide improvement, screening, progress monitoring, and other sources of data using information provided in the new SLD Manual. This presentation will be useful for those who are interested in existing data to identify why a student is not learning, address exclusionary criteria, as well as design a truly individualized comprehensive evaluation.

Sheltered instruction is a scientifically research-based approach for teaching content to English Learners. This model consists of 8 components for lesson planning and instruction that teach content while developing academic English for English language learners.
Teaching teams are encouraged to participate as a group.
Participants will engage in a study of the 8 components of sheltered instruction. We will develop a modified lesson plan, and
create a sheltered instruction implementation plan.
Workshop participants will receive a copy of “Making
Content Comprehensible for English Learners: The SIOP Model” and a notebook with related materials.

Price includes the 3-day workshop, the book: "Making Content Comprehensible", breakfast, lunch and the materials notebook.

Participants will receive an overview of new terminology
and job aides applicable to linking achievement
with basic psychological processes.

This presentation discusses the transferring from
old to new terminology and how to use data to
target design of specialized instruction,
accommodations, and modifications.

* It is recommended that registrants attend Parts 1 - 3 of the SLD Training series before registering for this workshop.

What is ISIS-SWIS?
(Individual Student Information System)

ISIS-SWIS is an application within the SWIS Suite designed to coordinate and monitor individualized student support. This introduction session will provide you with an overview of ISIS-SWIS and how it can support students who require more intensive and individualized supports.

You will discover:
• What is ISIS-SWIS?
• Where does ISIS-SWIS fit?
• Steps to get ISIS-SWIS

Explore McREL Principal & Teacher Evaluation Systems.

The McREL principal and teacher evluation system has two components: balanced leadership and standards based. This system is a time-tested, valuable personnel evaluation framework that is:
- research based
- aligned with Minnesota requirements
- transparent
- focused on behaviors and practices
- growth oriented

Join us for an overview to learn more.

The PBIS Regional District Leadership Team will be meeting on June 14th, 2013 at TIES Training Center.
Topics at this meeting include:
• National Updates & Resources
• State of the State & Resources
• Regional Updates
o Training opportunities
o Sustainability
• Discussion and recommendation
o New district roles
• District by District
o Osseo District Presentation
• Networking

*This Meeting is made possible by a grant from the MN Department of Education,Federal Award CFDA#84.027A –Special Education–Grants to States

Welcome to the 2013 Minnesota PBIS Summer Institute and Film Festival! The institute focuses on Minnesota examples of PBIS Implementation. Breakout sessions were selected to assist existing PBIS teams with implementation fidelity and sustainability. Sessions include topical content on practices across age levels and tiers; systemic content focusing on buy-in, coaching, data; and technology applications to assist teams with data collection and teach behavioral expectations.
There will again be the annual PBIS film festival. The festival will share the creative talents of Minnesota schools implementing PBIS and using video to provide a fun showcase to share creative ideas with colleagues. There will also be recognition of the Minnesota schools that have been designated as a Sustained Exemplar PBIS School.

The Metro ECSU Adolescent Literacy Summit will provide a context for sharing specific literacy practices for academically and culturally diverse adolescents and address the special challenges teachers face as they integrate literacy practices into content area classrooms. Participants will explore the delivery of high quality literacy instruction supported by research to be effective in secondary classrooms.

Topics include:Digital literacy, motivation & engagement, literacy practices for ELs, CCSS & disciplinary literacy, vocabulary strategies, classroom strategies for accessing content, formative assessment, struggling readers, and the "thinking classroom."

Presenters include:David O'Brien, Ph.D., U of M; Kari Ross, MDE; Jennifer Plucker,Ed.D.; Martina Wagner, Ed.D. and others focused on best practices in literacy for adolescent learners.

Discover the why and how of the primary service provider (PSP) approach to teaming, evidence-based practice that more and more states are adopting to strengthen care and services to improve family outcomes.  Reading assignments will be sent by email prior to each session.
The book will go over concrete guidance on how to:
• Ensure buy-in and support from program leaders and team members
• Establish a cohesive team that collaborates effectively
• Introduce families to the procedures and practices of the PSP approach
• Develop family focused and child-focused IFSP outcome statements
• Select an appropriate primary service provider
• Master the essential components of a successful home visit
• Coordinate joint visits with other service providers
• Conduct successful, efficient team meetings to share expertise and resources

*** This initiative is made possible with a grant from the Minnesota Department of Education using federal funding CFDA #84.181 Special Education –Grants for Infants & Families

We will assist in preparing your team for the implementation of the McREL BALANCED LEADERSHIP principal evaluation system. Our day will begin with an in-depth examination of rubrics and tasks. Our afternoon will continue with the completion of a self-assessment.

Discover the why and how of the primary service provider (PSP) approach to teaming, evidence-based practice that more and more states are adopting to strengthen care and services to improve family outcomes.  Reading assignments will be sent by email prior to each session.
The book will go over concrete guidance on how to:
• Ensure buy-in and support from program leaders and team members
• Establish a cohesive team that collaborates effectively
• Introduce families to the procedures and practices of the PSP approach
• Develop family focused and child-focused IFSP outcome statements
• Select an appropriate primary service provider
• Master the essential components of a successful home visit
• Coordinate joint visits with other service providers
• Conduct successful, efficient team meetings to share expertise and resources

*** This initiative is made possible with a grant from the Minnesota Department of Education using federal funding CFDA #84.181 Special Education –Grants for Infants & Families

We will assist in preparing your team for the implementation of the McREL BALANCED LEADERSHIP principal evaluation system. Our day will begin with goal setting. Individual software training and application will follow.

The purpose of this 2-day (8/6/13 and 8/7/13) Co-teaching workshop is to provide participants with detailed information about creating and maintaining co-teaching programs in elementary and secondary schools as a strategy for fostering inclusive practices, providing access to the general curriculum, and assisting all students to achieve outcomes based on today's high standards.

In addition to an introduction that defines and overviews co-teaching, the workshop is structured around these essential components:
* Co-Teaching system of beliefs,
* Prerequisites of co-teachers,
* Classroom practice,
* Collaboration including co-teaching approaches and 7 models.

The workshop emphasizes a team approach for
paraeducators and teachers including:

* Materials that teachers and paraeducators can use to establish effective co-teaching roles, responsibilities, lesson planning, and communication. 
* Cooperative Learning and Check for Understanding strategies that provide clear direction on how paraeducators can impact student achievement.
* In depth understanding of the 6 Co-teaching framework models.
 
** Paraeducators can attend individually
or as a teacher team.

Northeast Metro 916 Intermediate School District and the Minnesota DeafBlind Project are co-sponsoring a workshop designed to provide participants with information about deafblindness and the role of the intervener. This interactive workshop will explain the impact of deafblindness on communication, cognition, learning and social/emotional development. The role of the intervener in educational settings will be outlined and the importance of collaboration with team members will be discussed.

American Sign Language Interpreters will be provided.

Literature is the foundation of much of our educational experience. For mainstreamed students and their interpreters, the challenge of representing both the form and meaning in literature is stimulating and overwhelming. This workshop is designed to look at how to approach interpreting literature in the classroom. Topics will include:
• Strategies for handling difficult language in literature (e.g. Old English, Shakespeare, Dr. Seuss, etc)
• Adjusting the interpretation of a text used in multiple grades such as “Oh, the Places We Will Go”
• Working with students to broaden their knowledge of cultural norms and language (e.g. culturally acceptable and unacceptable words that are seen in classic readings such as Tom Sawyer; classic lines in Shakespeare and poetry)
• Exploring the limitations in interpretability of literature in the classroom (e.g. managing reading aloud, interpreting for comprehension-related testing)

In a "flipped classroom" style, registrants will be sent a link of the passages to read BEFORE the workshop.

Cross-Categorical Meeting: DCD Network, ASD Network, P/HD Network, TBI Network

Facing the Frontal Lobe:Strategies to Support Executive Function Skills in Students with Planning, Organization, Emotional Control, Working Memory and Attention Needs" will be presented by Jill Kuzma, M.A., Speech Pathologist. Kuzma is a nationally known expert who works with individuals with ASD, specializing in social cognition, social interaction skills, emotion awareness and management, anxiety reduction, organization and language skills.

Participants will explore the impact of Executive Functioning on student learning and social interaction from kindergarten to middle grades. Educators attending will learn about the five domains of cognitive skills and user-friendly teaching strategies to help students to be successful in special education and general education settings.

Funding for this workshop is made possible with a grant from the MN Department of Education. The source of the funds is federal award Special Education – Programs to States, CDFA 84.027A.

Discussion of OSHA regulations, proper machine guarding on shop equipment, preventive maintenance, inform shop instructors what they must do to provide a safe environment, session can be charged to 352 Health & Safety.

After two years of membership in the WIDA consortium, many Minnesota educators are seeking a deeper understanding of the new English Language Development (ELD) Standards. This two-day workshop will set the stage for schools and districts to engage in critical conversations regarding the long-term implementation of the WIDA Framework. The goal of this training is for teams of EL specialists, content experts, and administrators to begin planning a customized approach to overcoming the “language gap” that exists between diverse populations of students and which directly affects their academic achievement. Highlights of this workshop include:
* Day One: An overview of WIDA, an investigation on the nature of academic language, and suggestions for using the Performance Definitions and Can Do Descriptors.
* Day Two: An exploration of Model Performance Indicators, a look at the use of formative language assessments, and an opportunity to develop an ELD implementation action plan.

The state requires that anyone doing electrical work of any kind must be licensed. Anyone can apply and be registered as an “unlicensed electrician.” However, there are restrictions as to what they are allowed to do. The one that is attractive to schools is using the “unlicensed” person to do repair work only. They can do repairs or replacement of existing equipment as long as they do it under a contractor’s license. There is no limit to the number of people who can take the required 2 hour training.

Please make sure that you fill out the Unlicensed Electrician Application on the Department of Labor & Industry website at this link https://secure.doli.state.mn.us/license/initialapp.aspx . You will need your license number when you take the class.

The state requires that anyone doing electrical work of any kind must be licensed. Anyone can apply and be registered as an “unlicensed electrician.” However, there are restrictions as to what they are allowed to do. The one that is attractive to schools is using the “unlicensed” person to do repair work only. They can do repairs or replacement of existing equipment as long as they do it under a contractor’s license. There is no limit to the number of people who can take the required 2 hour training.

Please make sure that you fill out the Unlicensed Electrician Application on the Department of Labor & Industry website at this link https://secure.doli.state.mn.us/license/initialapp.aspx . You will need your license number when you take the class.

The state requires that anyone doing electrical work of any kind must be licensed. Anyone can apply and be registered as an “unlicensed electrician.” However, there are restrictions as to what they are allowed to do. The one that is attractive to schools is using the “unlicensed” person to do repair work only. They can do repairs or replacement of existing equipment as long as they do it under a contractor’s license. There is no limit to the number of people who can take the required 2 hour training.

Please make sure that you fill out the Unlicensed Electrician Application on the Department of Labor & Industry website at this link https://secure.doli.state.mn.us/license/initialapp.aspx . You will need your license number when you take the class.

The state requires that anyone doing electrical work of any kind must be licensed. Anyone can apply and be registered as an “unlicensed electrician.” However, there are restrictions as to what they are allowed to do. The one that is attractive to schools is using the “unlicensed” person to do repair work only. They can do repairs or replacement of existing equipment as long as they do it under a contractor’s license. There is no limit to the number of people who can take the required 2 hour training.

Please make sure that you fill out the Unlicensed Electrician Application on the Department of Labor & Industry website at this link https://secure.doli.state.mn.us/license/initialapp.aspx . You will need your license number when you take the class.

The state requires that anyone doing electrical work of any kind must be licensed. Anyone can apply and be registered as an “unlicensed electrician.” However, there are restrictions as to what they are allowed to do. The one that is attractive to schools is using the “unlicensed” person to do repair work only. They can do repairs or replacement of existing equipment as long as they do it under a contractor’s license. There is no limit to the number of people who can take the required 2 hour training.

Please make sure that you fill out the Unlicensed Electrician Application on the Department of Labor & Industry website at this link https://secure.doli.state.mn.us/license/initialapp.aspx . You will need your license number when you take the class.

The state requires that anyone doing electrical work of any kind must be licensed. Anyone can apply and be registered as an “unlicensed electrician.” However, there are restrictions as to what they are allowed to do. The one that is attractive to schools is using the “unlicensed” person to do repair work only. They can do repairs or replacement of existing equipment as long as they do it under a contractor’s license. There is no limit to the number of people who can take the required 2 hour training.

Please make sure that you fill out the Unlicensed Electrician Application on the Department of Labor & Industry website at this link https://secure.doli.state.mn.us/license/initialapp.aspx . You will need your license number when you take the class.