CAPITAL AREA INTERMEDIATE UNIT
Training and Consultation (TaC) Fast Facts • Training and Consultation (TaC) has evolved over the years beginning in the early 1990s as the Statewide Support Initiative (SSI), expanding into the Comprehensive System of Personnel Development (CSPD) and is currently known as TaC. • During the 2009-2010 school year, the TaC team delivered more than 400 presentations and more than 650 consultations. • The Training and Consultation team consists of eight full-time consultants with supervision provided by a curriculum specialist. “The presenter was great! The training had lots of ideas I can use in my classroom, as well as practice using those concepts. This class not only provided a lot of current information, but also had a lot of background knowledge thrown in. Awesome!!!” -Participant, The Talking Classroom, June 29, 2010
Training and Consultation, part of the Comprehensive System of Personnel
Development (CSPD) is authorized by the Federal Government (IDEA) to provide professional development and consultative services to administrators, consultants, teachers and parents. These services are an integral part of broad school-wide and district-wide accountability planning, major components of curriculum, assessment, instruction and organization. Professional education activities are aligned with national, state and local initiatives, and support the strategically identified needs of our constituent school districts. While these services are not designed to focus on ongoing individual student interventions, they are intended to provide staff with professional development and resources to build capacity within the school to improve the education of all students. The Pennsylvania Department of Education outlines six initiatives which are the focus of this team’s work with local education agencies. These initiatives are: Assistive Technology, Autism, Inclusive Practices, Positive Behavior Support, Response to Instruction and Intervention (RtII), and Secondary Transition.
The Training and Consultation staff provides professional development to deepen teachers’ knowledge of autism spectrum disorder as well as research driven strategies that allow students with autism the environmental, academic, and social supports needed to access curriculum and socialize with peers to the maximum extent possible. (continued)
• The educational consultants on the TaC team represent 181 years of experience in the field of education and each person holds at least a Master’s degree in addition to a variety of specialized certifications. • TaC consultants hold PA certifications in Special Education, General Education, Speech and Language, Gifted Education, Reading Specialist, Mathematics, and Social Studies.
For More Information: Karen Ruddle Curriculum Services Training & Consultation Supervisor (717) 732-8400, x8534 email@example.com Visit our Web site at http://www.caiu.org (Resources/for schools/ Training & Consultation)
CAPITAL AREA INTERMEDIATE UNIT
Training and Consultation Inclusive Practices
Inclusive Practices focuses on developing collaboration between general and special educators by exploring instructional options including Co-Teaching, Differentiated Instruction, Learning Focused Schools Acceleration and Previewing, a three-tier model for intervention and best practices in the area of inclusion as defined through the Pennsylvania Inclusive Practices Network. Additionally, consultants support school districts in implementing the requirement and procedures outlined in the Gaskin Settlement, IDEA 2004, and Chapter 14 Regulations.
Positive Behavior Support
Support is provided to school teams in developing proactive district and school-wide behavior support systems for all students. Services are designed to provide teachers with intensive and individualized behavior support strategies and to enhance practices of effective classroom management to raise student achievement. In addition, services are available to assist staff in assessing student behavior to plan intervention. Staff develops local capacity through professional development of general and special education teachers, administrators and paraprofessionals.
Response to Instruction and Intervention (RtII)
Response to Instruction and Intervention (RtII) is a framework that allows school teams to coordinate services and resources to meet the needs of all students. The goal is to raise student achievement through the use of effective instructional design and evidence-based practices. The core of this framework is the consistent practice of providing high quality instruction to all students and assessing outcomes. Analysis of assessment data is applied to decisions in general, remedial and special education, creating a well-integrated system of instruction/ intervention guided by student outcomes.
Secondary Transition is a Federal and State initiative that allows students to transition from school to adult life,
including higher education, employment, independent living, and community participation. Support to school staff is also provided to build partnerships between students, families, educators, and local community members. CAIU transition services support a shared, cross-system implementation of transition through local and state Transition Communities of Practice teams. CAIU consultants facilitate and participate in the design and delivery of coordinated services. Services are provided through ongoing workshop series, networking sessions, and on-site consultation.
Federal law defines Assistive Technology (AT) as any item or service that is used to “increase, maintain, or improve functional capabilities of a child with a disability” (IDEA ’97, Section 602). Assistive technology consultants are available to school teams for consultation regarding specific student(s) in order to provide support to the team during the assistive technology process. Best practices in the field indicate that an assistive technology determination should not be a single clinical event but rather an ongoing collaborative process. Consultants are available to support the team at any stage of service delivery to the student and these services can be in the form of follow-up, funding considerations, implementation strategies, additional training, data analysis, and transition planning.
“Our presenter was amazing! The session was interesting, full of new information and applicable.” -Participant, Letrs Module 1 Training, June 22, 2010
“Our training and presenters were great and the material met and exceeded my expectations. I will definitely be coming back again!” -Participant, Traumatic Brain Injury Training, February 9, 2010