Professional Development  

This training is intended for administrators, and school personnel who often fill the role of the LEA at IEP meetings. Participants will gain knowledge in the responsibilities that are expected of the LEA, key aspects that should be included in IEP paperwork, and details that will aid in the evaluation of special education teachers and other related service personnel. 

Participants will learn how to utilize the features available on the ULS online curriculum including lesson planning, and academic activities for learners who require their IEP goals to be connected to the common core essential elements standards. 

Administrators ONLY. This activity is intended for administrators, and school personnel who serve as the LEA for IEP meetings. Administrator Academy credit is offered. The topics include special education laws, court decisions, ISBE findings, and suggested policies. Participants are encouraged to reflect on their districts’ practices, and align them with current legislation. 

The Effectively Managing Paraprofessionals Training covers how to set year-long expectations with your paraprofessional(s), how to appropriately and effectively plan for your paraprofessional(s), and how to provide them with the necessary training (including modeling, feedback, and coaching) throughout the school year in order for them to be as successful as possible. Tips and tricks for establishing and maintaining a strong rapport along with advocating for your paraprofessional(s) are provided as well. All of this information helps teachers set up their classrooms for the most collaboration, success, and ultimately student growth! 

Referral/Eligibility/Consent Forms:

This in-service is for any special educator who is interested in learning more about updates and legal requirements in relation to the special education referral, eligibility, and consent process. New special educators and district coordinators are especially encouraged to attend. Participants will learn where to access and when to use forms related to these processes. Explanation of each form will be provided as well as common mistakes to avoid. Q&A as well as group discussion is encouraged. 

Assessment/Accommodations/Transition/RLPs,Miscellaneous Forms:

This in-service is for any special education teacher who is interested in learning more about updates in regards to assessments and accommodations for the classroom and various state and district assessments.  Participants will learn about transition plans for students 14 ½ years and older, remote learning plans and other miscellaneous forms (ex. Home/Hospital, Need for Aide).

Participants will learn evidence based practices for educating students with Autism Spectrum Disorder.

This forum is for any school psychologist or school psychologist intern who currently works in one of EIASE’s member districts. The forum will have agenda items, but the meeting is intended to be discussion based. Agenda items will include any recent special education or legal updates, participants are encouraged to share agenda topics or bring discussion questions.

Participants will learn how to conduct a functional behavioral analysis, write functional present levels and goals, and write a behavior intervention plan. Other topics to be discussed will include the accommodations, assessment, minutes and placement, and miscellaneous forms. 

This forum is for district special education coordinators to discuss updates in special education.  The forum will have an agenda but participants are encouraged to bring topics to discuss as well.

This training is intended for paraprofessionals. Participants will learn strategies to aid in classroom management and to best support their classroom teacher. Participants will leave the training with resources to use in the classroom. 

This in-service is intended for any school personnel who are interested in implementing trauma informed practices at the district, school, or classroom level. It includes a brief overview of how trauma impacts students, but focuses on trauma informed practices that lead to students’ academic success. Classroom strategies to teach social emotional learning is also discussed. Participants will leave with research-based tools to begin implementing trauma informed practices. 

Teachers working with transition aged students (14 ½ yrs. or older) will have the opportunity to explore and collaborate on various transition activities and planning strategies as it relates to transition.

This in-service is intended for any school personnel who collect data for functional behavioral assessments, or write behavior intervention plans. Participants will gain knowledge on FBA data collection (teacher interviews, student interviews, classroom observations, etc), and using the data collected to write meaningful behavior intervention plans.

This forum is for any school social worker, school counselor, or intern who currently works in one of EIASE’s alternative school buildings, or member districts. The forum will have agenda items, but the meeting is intended to be discussion based.

The live online seminar will be in lecture format and will be based upon information presented in the previous webinar held last March titled, “ An Introduction to Orofacial Myofunctional Disorders (OMD)”. 

CPI is the leading provider of trauma-informed de-escalation training for educators and support staff. Implementing our evidence-based training school-wide yields positive, long-term results, including decreased challenging behavior, higher academic success, and increased staff retention.

This forum is intended for all special educators within EIASE’s member districts. The forum will have an agenda to discuss updates in special education, however teachers are encouraged to bring topics to discuss as well.

Participants will learn de-escalation strategies to use with students who display harmful or maladaptive behavior in the classroom.