Attendance for all three days is required, as each training builds upon the previously taught skills. It is STRONGLY encouraged that classroom teams attend this training series together.

Participants will develop an understanding of and/or demonstrate the following skills:

- Identification of the verbal operants and other concepts

- Create a structured classroom schedule

- Create card sort systems for teaching

- Procedures for intensive teaching (discrete trial instruction)

- Basic mand training

- How to establish cooperation (instructional control)

- Problem behavior management strategies

If you have any questions, please contact Beth Kistler at betkis@berksiu.org or 610-987-8532.

Objectives

Session one: Starting the School Year Successfully - Scheduling sessions, getting into a routine for paperwork, and communicating with colleagues and administrators.

Session two: Navigating Formal Paperwork - Evaluation Reports, Reevaluation Reports, and IEPs. Writing goals that are relevant, data collection systems to document progress and strategies for the IEP meeting.

Session three: Making the Most of Therapy Sessions - Exploring therapy materials beyond the cards and the word lists. Review therapy activities that use curriculum materials and discuss strategies for encouraging practice and carryover of new skills outside of the therapy room.

Any questions, please contact Beth Kistler at betkis@berksiu.org or 610-987-8532.

If you have any questions, please contact Claribel Reyes at clarey@berksiu.org or 610-987-8425.

Many teachers feel very comfortable with their day-to-day instructional practices. However, many times, classroom management is an area in which educators struggle. This training will focus on the connection between behavior and instruction. Teachers will learn to develop classroom expectations, how to explicitly teach those expectations, and how to acknowledge when students follow those expectations using the science of human behavior. They will also learn about some tried and true behavioral and instructional practices to support student behaviors in the classroom. Topics to be covered:
• Basic behavioral science
• Developing classroom expectations
• Feedback and acknowledgement systems to reinforce expectations
• Developing classroom routines and procedures
• Effective instructional practices that support behavior

Any questions, please contact Claribel Reyes Lopez at clarey@berksiu.org or 610-987-8425.

Presenters: BSPA Officers

This meeting is only available to those who hold a valid school psychologist certification/credential and/or are currently enrolled in a school psychology training program.

Target Audience: Assistant Principals, Attendance Secretaries, School Social Workers, Home School Visitors, and anyone else with a primary responsibility for attendance letters, Student Attendance Improvement Conferences, referrals to ASAP and/or citations.

Understanding the IDD/Autism Waiver Process: exploring the importance of connecting students to this system, along with guidance on how and when to support families in navigating the process.

Functional behaviors: focusing on explicitly teaching behavioral skills such as "ready hands,” waiting, and appropriately giving up reinforcers.

Transition Planning for students with complex needs: exploring transition planning through both elementary and secondary perspectives.

Objectives: To provide opportunities for learning and networking among teachers who share similar instructional roles across the county.

Please contact Beth Kistler at betkis@berksiu.org, 610-987-8532 with questions. Professional development sessions are offered for Berks County Intermediate Unit member district staff and staff from organizations supporting students from Berks County member districts. Additionally, sessions are offered for Pennsylvania districts per contracted work that falls under the Pennsylvania Department of Education (PDE) Statewide System of Support services. Fees will apply to all other participants as listed in the My Learning Plan registration.

Objectives:

-Identify and understand skills classified as executive functions

-Discuss how teams can review student challenges to make informed decisions regarding the need for formal evaluation by the SLP

-Review skills that can be addressed via speech/language therapy interventions

-Review accommodations that support students with executive functioning challenges

Any questions, please contact Beth Kistler at betkis@berksiu.org or 610-987-8532.

Professional development sessions are offered for Berks County Intermediate Unit member district staff and staff from organizations supporting students from Berks County member districts. Additionally, sessions are offered for Pennsylvania districts per contracted work that falls under the Pennsylvania Department of Education (PDE) Statewide System of Support services. Fees will apply to all other participants as listed in the Frontline registration.

This one-day re-certification training is intended to refresh previously learned skills and maintain trainee compliance with Safety Care standards. Safety-Care training is intended to prepare staff to safely prevent and manage dangerous behavior. Staff learns to intervene professionally and therapeutically using a safe, effective approach designed to prevent or reverse escalation of problem behavior and avoid the use of restraint. Safety-Care de-escalation skills work with individuals who can communicate verbally and those who cannot. Safety-Care is based on an Applied Behavior Analysis (ABA) model and focuses on removing/reducing environmental consequences that reinforce problem behavior.

Presenters: BSPA Officers

This meeting is only available to those who hold a valid school psychologist certification/credential and/or are currently enrolled in a school psychology training program.

If you have any questions, please contact V at clarey@berksiu.org or 610-987-8425.

Objectives

Session one: Starting the School Year Successfully - Scheduling sessions, getting into a routine for paperwork, and communicating with colleagues and administrators.

Session two: Navigating Formal Paperwork - Evaluation Reports, Reevaluation Reports, and IEPs. Writing goals that are relevant, data collection systems to document progress and strategies for the IEP meeting.

Session three: Making the Most of Therapy Sessions - Exploring therapy materials beyond the cards and the word lists. Review therapy activities that use curriculum materials and discuss strategies for encouraging practice and carryover of new skills outside of the therapy room.

Any questions, please contact Beth Kistler at sanweb@berksiu.org or 610-987-8532.

Objectives: By the end of this training, participants will:

-Develop a shared definition and vision of inclusive practices

-Understand why inclusion matters (equity, outcomes, belonging)

-Recognize barriers to inclusion and their impact on students

-Understand key legal and ethical foundations

-Identify roles and responsibilities in inclusive systems

If you have any questions, please contact Beth Kistler at betkis@berksiu.org.

Workshop Learning Objectives:



• Learn the rationale for using a threat assessment model.



• Learn and apply Threat Assessment Guidelines in schools.



• Become familiar with legal and mental health issues in threat assessment.



• Practice using the model to address cases of threats made by students.

- Recognize the potential risk factors and warning signs for a range of mental health problems including depression, anxiety/trauma, psychosis and psychotic disorders, substance use disorders, and self-injury.

-Use a 5-step action plan to help an individual in crisis connect with appropriate professional help.

-Interpret the prevalence of various mental health disorders in the U.S. and the need for reduced negative attitudes in their communities.

-Apply knowledge of the appropriate professional, peer, social, and self-help resources available to help someone with a mental health problem treat and manage the problem and achieve recovery.

This two day training is intended to prepare staff to safely prevent and manage dangerous behavior. Staff learns to intervene professionally and therapeutically using a safe, effective approach designed to prevent or reverse escalation of problem behavior and avoid the use of restraint. Safety Care de-escalation skills work with individuals who can communicate verbally and those who cannot. Safety Care is based on an Applied Behavior Analysis (ABA) model and focuses on removing/reducing environmental consequences that reinforce problem behavior.

Any questions, please contact Claribel Reyes at clarey@berksiu.org or 610-987-8425.

Objectives: By the end of this training, participants will be able to:

-Define Universal Design for Learning (UDL) as developed by CAST

-Explain learner variability and the importance of proactive design

-Describe the three UDL principles: Engagement, Representation, and Action & Expression

-Distinguish UDL from differentiation and accommodations

-Identify one practical step to begin implementing UDL

If you have any questions, please contact Beth Kistler at betkis@berksiu.org.

If you have any questions, please contact Claribel Reyes at clarey@berksiu.org or 610-987-8425.

Presenters: BSPA Officers

This meeting is only available to those who hold a valid school psychologist certification/credential and/or are currently enrolled in a school psychology training program.

This one-day re-certification training is intended to refresh previously learned skills and maintain trainee compliance with Safety Care standards. Safety-Care training is intended to prepare staff to safely prevent and manage dangerous behavior. Staff learns to intervene professionally and therapeutically using a safe, effective approach designed to prevent or reverse escalation of problem behavior and avoid the use of restraint. Safety-Care de-escalation skills work with individuals who can communicate verbally and those who cannot. Safety-Care is based on an Applied Behavior Analysis (ABA) model and focuses on removing/reducing environmental consequences that reinforce problem behavior.

Objectives

Session one: Starting the School Year Successfully - Scheduling sessions, getting into a routine for paperwork, and communicating with colleagues and administrators.

Session two: Navigating Formal Paperwork - Evaluation Reports, Reevaluation Reports, and IEPs. Writing goals that are relevant, data collection systems to document progress and strategies for the IEP meeting.

Session three: Making the Most of Therapy Sessions - Exploring therapy materials beyond the cards and the word lists. Review therapy activities that use curriculum materials and discuss strategies for encouraging practice and carryover of new skills outside of the therapy room.

Any questions, please contact Beth Kistler at betkis@berksiu.org or 610-987-8532.

If you have any questions, please contact V at clarey@berksiu.org or 610-987-8425.

Participants will

Identify key staff needed for an effective AAC team and the strengths each brings to the team

Review the assessment process that leads teams to choosing an AAC system

Identify common barriers to successful AAC implementation and discuss strategies to address these challenges

Highlight classroom wide resources that support all staff in implementing AAC

Review a resource to support continued implementation as students move to new classroom settings.

Presenters: BSPA Officers

This meeting is only available to those who hold a valid school psychologist certification/credential and/or are currently enrolled in a school psychology training program.

If you have any questions, please contact Claribel Reyes at clarey@berksiu.org or 610-987-8425.

Presenters: BSPA Officers

This meeting is only available to those who hold a valid school psychologist certification/credential and/or are currently enrolled in a school psychology training program.

Target Audience: Assistant Principals, Attendance Secretaries, School Social Workers, Home School Visitors, and anyone else with a primary responsibility for attendance letters, Student Attendance Improvement Conferences, referrals to ASAP and/or citations.

Learning Objectives:

-Define effective co-teaching practices and distinguish them from ineffective models

-Identify and apply appropriate co-teaching models based on instructional goals and student needs

-Establish collaborative partnerships grounded in shared responsibility, communication, and trust

-Utilize co-planning strategies and inclusive practices to improve outcomes for all learners

-Anticipate and address common barriers to successful co-teaching implementation

If you have any questions, please contact Beth Kistler at betkis@berksiu.org.

If you have any questions, please contact V at clarey@berksiu.org or 610-987-8425.

-Recognize the potential risk factors and warning signs for a range of mental health problems including depression, anxiety/trauma, psychosis and psychotic disorders, substance use disorders, and self-injury.

-Use a 5-step action plan to help an individual in crisis connect with appropriate professional help.

-Interpret the prevalence of various mental health disorders in the U.S. and the need for reduced negative attitudes in their communities.

-Apply knowledge of the appropriate professional, peer, social, and self-help resources available to help someone with a mental health problem treat and manage the problem and achieve recovery.

Structured Literacy for Complex Learners: Connecting DLM, Inclusion, and Literacy: exploring instructional approaches tailored for students with complex learning needs. Participants will learn strategies aligned with the Dynamic Learning Maps (DLM) framework, emphasizing inclusive practices that support literacy development for all learners. Attendees will gain practical tools to enhance reading and writing instruction in diverse classroom settings.

Objectives: To provide an opportunity for discussion and learning specifically focused on Secondary Transition Planning.

Please contact Beth Kistler at betkis@berksiu.org, 610-987-8532 with questions. Professional development sessions are offered for Berks County Intermediate Unit member district staff and staff from organizations supporting students from Berks County member districts. Additionally, sessions are offered for Pennsylvania districts per contracted work that falls under the Pennsylvania Department of Education (PDE) Statewide System of Support services. Fees will apply to all other participants as listed in the My Learning Plan registration.

Attendance for all three days is required, as each training builds upon the previously taught skills. It is STRONGLY encouraged that classroom teams attend this training series together.

Participants will develop an understanding of and/or demonstrate the following skills:

- Identification of the verbal operants and other concepts

- Create a structured classroom schedule

- Create card sort systems for teaching

- Procedures for intensive teaching (discrete trial instruction)

- Basic mand training

- How to establish cooperation (instructional control)

- Problem behavior management strategies

If you have any questions, please contact Beth Kistler at betkis@berksiu.org or 610-987-8532.

Presenters: BSPA Officers

This meeting is only available to those who hold a valid school psychologist certification/credential and/or are currently enrolled in a school psychology training program.

This two day training is intended to prepare staff to safely prevent and manage dangerous behavior. Staff learns to intervene professionally and therapeutically using a safe, effective approach designed to prevent or reverse escalation of problem behavior and avoid the use of restraint. Safety Care de-escalation skills work with individuals who can communicate verbally and those who cannot. Safety Care is based on an Applied Behavior Analysis (ABA) model and focuses on removing/reducing environmental consequences that reinforce problem behavior.

Any questions, please contact Claribel Reyes at clarey@berksiu.org or 610-987-8425.

If you have any questions, please contact Claribel Reyes at clarey@berksiu.org or 610-987-8425.