DSAC MFA Spring 2015 Course Offerings Assessment of Students with Disabilities Who are English Language Learners (ELL) Partnering with Families of Middle and High School Students with Disabilities • Provides educators the knowledge of linguistic and cultural factors and their impact on educational assessments for students with disabilities who are English language learners • Provides educators with the knowledge and skills required to develop and strengthen collaborative partnerships with families of middle and high school students with disabilities, in order to assist students to successfully transition to adulthood. • Learn strategies for addressing the over identification and disproportionately of students who are ELL in special education. • Learn conceptual frameworks for family engagement; how to build optimal conditions of communication and trust; requirements of the law; asset mapping; and strategies specific to adolescence, family systems, and cultural competence. • Two (2) face-to-face sessions at Lesley University. Collaborative Co-Teaching in Inclusive Classrooms • Provides educators with competencies that enable them to work effectively to design and implement collaborative, co-teaching approaches, and to facilitate the delivery of research-based instruction to all students in the inclusive classroom. • Review appropriate assessments for both instructional and non-academic needs of students. Creating and Sustaining Positive School-Wide Learning Environments • • • Partnering with Families of Preschool and Elementary School Students with Disabilities • Provides the knowledge and skills required to develop and strengthen collaborative partnerships with families of children with disabilities in preschool and elementary school. • Learn models of partnership, the requirements of federal and state laws, research findings, effective communication, family systems, and community resources for students with disabilities and their families. Provides educators with the skills and knowledge to design and sustain positive, school-wide learning environments within a tiered system of supports. Review the research regarding the interaction between behavior and learning, and learn successful models of primary, secondary and tertiary supports and interventions. One (1) face-to-face session at Fitchburg State University. Universal Design for Learning (UDL): Addressing Learner Variability • Reviews the principles, applications, and research background of UDL including the convergence of assistive technologies and UDL. • Learn how to design and implement lessons that address the variability of all learners in inclusive classrooms within a tiered system of support. Differentiated Instruction • Provides educators the skills to design learning environments that meet the needs of diverse learners including those with disabilities and those who are English language learners within a tiered system of support. • Review theories of learning and instruction and the learning characteristics of students with high-incidence disabilities. Mathematics for General and Special Educators: Content and Pedagogy • • • • Addresses the basic principles and concepts important for teaching elementary school mathematics including numbers and operations, functions and algebra, geometry and measurement, statistics and probability, and the Standards for Mathematic Practice as outlined in the Massachusetts Mathematics Curriculum Framework. Explore instructional pedagogy designed to teach mathematics to all students including those with disabilities, and to develop the knowledge and skills to plan and modify mathematics curriculum based on current research. Two (2) face-to-face sessions at Fitchburg State University: January 24 and April 25. Universal Design for Learning (UDL): Addressing Learner Variability in Mathematics Instruction • Reviews the principles, applications, and research background of UDL including the convergence of assistive technologies and UDL as they apply to teaching and learning mathematics. • Learn how to design and implement math lessons that address the variability of all learners in inclusive classrooms within a tiered system of support. Universal Design for Learning (UDL): Student Affect and Engagement • • Examines how motivation and emotions interact with learning. Predicated on the principles of UDL, participants will learn how to design and implement lesson plans that ensure the engagement and participation of all learners. For this course only, you must register at www.doe.mass.edu/mtss/ta/mfa/ Contact Abigail Slayton, [email protected] or 781-338-3517 Visit: http://www.doe.mass.edu/apa/sss/dsac/pd/default.html?section=MFA Enrollment and Registration Professional Development Opportunity Cost-free, online, three (3) credit graduate courses that provide participants with the skills, knowledge and instructional strategies to improve the outcomes for all students including those with disabilities in safe and supportive inclusive environments. Participants will receive 67.5 PDPs upon course completion and will also have the option to purchase graduate credits at a discounted rate through each of the partnering institutions of higher education. Who Should Enroll • Administrators • Classroom teachers • Related service providers currently working in schools • Cohorts of educators who work together Educators should carefully review course descriptions and syllabi before enrolling as these courses are graduate level and rigorous. Massachusetts FOCUS Academy Courses Offered through the District & School Assistance Centers Spring 2015 Offerings How to Enroll For DSAC MFA courses, educators in DSAC districts Must enroll through their district administrator. 1. The district administrator emails the completed enrollment form of cohort, with educator contact information and Principal Support Statements, to Abigail Slayton. 2. Sections are filled on a first-come first-served basis, so districts are encouraged to reach out to their educators and return enrollment forms as soon as possible. 3. Abigail Slayton emails the educator an online registration link which Must be completed in a timely manner in order for the educator to secure a spot on the class roster. One to two weeks before the start of class, the course instructor will contact the participant with additional information and instructions on how to access the course. Required Forms can be found on the website • DSAC MFA District Application for Enrollment Form • DSAC MFA Principal Support Statement Form For More Information Contact Abigail Slayton, [email protected] or 781-338-3517. http://www.doe.mass.edu/apa/sss/dsac/pd/default.html?section=MFA http://www.doe.mass.edu/apa/sss/dsac/pd/default.html?section=MFA
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