School leaders and RTI Teams: New York State requires schools to implement RTI practices by 2012. Are you ready? This training for trainers offers a comprehensive overview of RTI (universal screening, progress monitoring, intervention options, tiers, data analysis, collaborative problem solving, and data/intervention tracking systems). In addition, we will strategize ways to build buy-in and ownership in key team members, as well as overall staff involvement. Online follow up will address sharing reflections on initial efforts, short/long range planning feedback, and resource sustainability.

Leslie Laud, EdD, has used RTI practices in both general and special education, as a teacher and an administrator. She has presented on RTI practices at national conferences such as that for the International Dyslexia Association in NYC annually most years since 2000, and has published on RTI practices in the Council for Exceptional Children’s publication, “Teaching Exceptional Children,” in their March 2007 and September 2008 issues. Laud is the author of an upcoming book titled, Using Formative Assessment to Differentiate Mathematics Instruction (Grades 5 - 9)by Corwin Press, due out by March 2011, which addresses widely used RTI Tier 1 mathematics practices.

November 4 and 5 (with online follow-up from November 15 – 24)
Thursday, 8:30 am – 3 pm
Friday, 8:30 am – 3 pm

Session fee (includes materials, online follow-up sessions, and lunch):
$850, for registration or purchase orders received by October 15, 2010
$975, for registration received or postmarked after October 15, 2010

For more information call 212-875-4649 x3.

Enhance how you meet the needs of children with diverse abilities in your classroom! Learn easy-to-use strategies that recent large-scale research has found dramatically uplifts math achievement, and so meet the criteria of Response to Intervention (RTI) Practices. These strategies include: fostering climate, tiered lesson planning, grouping students, diagnostic pre-assessments, formative ongoing assessment, and supporting students with difficulties while challenging high achievers. Acquire these strategies and techniques and use them immediately -- and watch your students' achievement soar!

Leslie Laud, EdD, has used differentiated math instruction in her own classroom and with her colleagues for over a decade. She is currently completing a workbook for teachers on this topic. She also leads study groups for math teachers interested in enhancing how they differentiate instruction in their classrooms.

Co-teachers:  Julie Fila, MA; Susan Hirsh, MEd; Laura Palin, MAT; and Marty Wagner, MS - all are math teachers at Wellesley Middle School in Wellesley, MA.

Course timetable: October 19 – November 30
1 CEU: $350 (not offered for credit)
Registration deadline: 10/12

The workshops/courses are asynchronous, that is, participants work at times that suit them best; however, there will be firm due dates for assignments. The course instructor will act both as a leader and a mentor by offering regular support, suggestions, and direction. Register here.

Good classroom management is at the heart of effective teaching. This course is aimed at teachers in regular and special education settings who want to learn how to organize their classrooms to help students realize their maximum potential while also keeping their classes on track. It includes a step-by-step approach for setting up and carrying out a behavior modification strategy. This course is intended for instructors with less than five years experience, but even more experienced professionals will come away with new techniques to add to their repertoire.

Debbie Zlotowitz, SAS, is the Head of the Mary McDowell Center for Learning, an elementary school for children with learning disabilities in Brooklyn, NY. Ms. Zlotowitz has a S.A.S from Bank Street College and an M.S from SUNY Buffalo in Exceptional Education with additional certification in Reading. In addition, she holds a BA from SUNY Buffalo in Speech Pathology and Audiology.

November 19 and 20
Friday, 5:15 – 9 pm
Saturday, 9:30 am – 5 pm
1 CEU $395/ 1 credit $1175
Materials fee $10
Registration Deadline: 11/12

The Orton-Gillingham method of teaching decoding, spelling, and handwriting is a multisensory approach that has been used successfully with children who experience difficulty learning these skills. This course trains you in the Orton-Gillingham techniques and translates high-interest comprehension activities into literacy programs. Required text: Preventing Academic Failure, by Phyllis Bertin and Eileen Perlman (Monroe Associates Publishers). The course addresses NY State English Language Arts Standards 1 and 4.

Ginny O'Hare, MSEd, is the Director of Outreach at the Mary McDowell Center for Learning in Brooklyn, NY, an elementary school for children with learning disabilities. In addition, she has an extensive private tutoring practice using multi-sensory methodologies. Ms. O≠Hare has an MSEd in Special Education from Bank Street College.

Debbie Zlotowitz, SAS, is the Head of the Mary McDowell Center for Learning, an elementary school for children with learning disabilities in Brooklyn, NY. Ms. Zlotowitz has a SAS from Bank Street College and an MS from SUNY Buffalo in Exceptional Education with additional certification in Reading. In addition, she holds a BA from SUNY Buffalo in Speech Pathology and Audiology

August 2, 3, 4, and 5
Monday through Thursday, 9:30 am - 4 pm
2 CEU $790 / 2 credits $2350
Materials fee $75 (includes required text.)
Registration Deadline: 7/26

The ongoing increase of new cases of autism being diagnosed has created a growing demand for effective programs, practical suggestions and information. The TEACCH (Treatment and Education of Autistic and related Communication Handicapped Children) approach will prepare educators and service providers to assess and adapt the physical environment as well as general educational structure for both preschool and school-age students. Topics to be covered include: the primary characteristics of autism as they relate to classroom practices, the elements of "The Culture of Autism" and how to employ the "Cultural Compromise" how to organize the physical space, create and implement individual daily schedules, plan and execute "One to One" teaching, as well as create independent workstations that include visually clear independent work tasks.

Mindy Small, is the Senior Coordinator of Autism Services for Birch Family Services, Inc. Ms. Small has been educating children with developmental disabilities for the past 26 years. During that time she has worked as a teacher and an Assistant Principal before beginning her work as a Coordinator of Autism Services at Herbert G. Birch Services, Inc. Working with children on the autism spectrum and their families has been and continues to be her passion.

Susan Pomerantz, is the Coordinator of Autism Services for Birch Family Services, Inc. Ms. Pomerantz has been working in the field of special education since 1979 when she began her career as a classroom teacher working with students who had a variety of developmental delays. Her work with Birch Services began in 1986 as a teacher. She eventually became the Educational Supervisor and Assistant Principal of Birch's school-age program, The Herbert G. Birch School for Exceptional Children, prior to becoming the Coordinator of Autism Services and Behavioral Support.

This course is held through Birch Family Services, Inc (www.birchfamilyservices.org)

No credit and 2 credit options are available.

Students should register directly with Birch Family Services at 212-616-1858.