This module will provide information on establishing an efficient and effective SW-PBS Leadership Team that is representative of your school and has established a meeting schedule, working agreements, agenda and notes format, decision making procedures, team member roles, and a system for collaborative teaming.

eaders who have a high impact on student outcomes… Understand the need to focus on learning and the impact of learning and believe their fundamental task is to evaluate the effect of everyone on student learning. Instructional leaders: Develop, support and maintain a collaborative culture and climate. Promote effective teaching and learning practices that align to leader standards. Provide for the development and use of common formative assessments. Use data to make decisions, determine learning priorities, and expend resources. Course Outcomes In this course, building leaders will learn how to take key actions in instructional areas of focus enabling them to become the instructional leaders of their buildings. Inside you will discover how to: Promote a culture that is safe for collaboration. Gain knowledge and understanding of research-based effective teaching/learning practices. Gain knowledge and understanding regarding the importance and use of common formative assessments to drive instruction. Determine the current reality of the building through the use of data.

New version of the leadership module.

Course Outcomes By the end of this module, you will: •Understand foundational concepts and definitions of classroom-level collaborative teams. •Reflect on the team practices and processes currently in place. •Consider the challenges and potential barriers to becoming a high functioning team. •Explore resources to support the implementation of effective teams.

Effective schools commit their philosophy of discipline to writing through their beliefs, mission and vision. This philosophy creates a sense of direction that gives coherence to diverse activities. It also serves to clarify to others outside of staff how the school operates regarding discipline, and protects and helps sustain the work. Time spent examining what staff truly believes about student discipline and creating a shared philosophy is a wise investment in lasting change.

Collective Teacher Efficacy

Assessment capable learners are students who… Know the learning target for a lesson. Can describe where they are in relation to the criteria.Assessment Capable Learners Use that information to select learning strategies to improve their work. “Assessment capable” does not focus on how well students perform on tests. Rather, it means that students are able to gauge their own learning. It means that students understand if they have met a learning target and in what areas they need extra help. According to Hattie (2012), it is important for students to know where they are going, how they are going to get there, and where to next. Course Outcomes This online learning package was developed for classroom teachers. Inside, you will discover How becoming an assessment capable learner benefits students Ways in which teachers can help students to become assessment capable Teaching tools that encourage assessment capable learning Examples of what assessment capable learners do and how they describe their learning process.

Metacognition is the practice of teaching and encouraging students to think about thinking and how they learn best. Metacognition occurs before, during, and after learning, and involves self-reflective questions around: comprehension, connection, strategies and reflection.

Reciprocal teaching is the process of teaching students how to learn by summarizing, questioning, clarifying, and predicting content. Using this practice allows students to take turns being the teacher.

School-based implementation coaching helps educators to demonstrate new skills, as well as practice using those skills in real classroom settings, while also improving fidelity of practice.

Massed Practice refers to conditions in which individuals practice a task continuously without rest. Spaced Practice refers to conditions in which individuals are given rest intervals within the practice sessions. While information repeated in a distributed fashion or spaced over time learned more slowly, it is retained for much longer.

This module presents an introduction and overview of current research and best practices in gifted education. This module is intended for administrators responsible for implementing a school system's gifted education program.

This course provides information necessary for the development of schoolwide expectations and specific behaviors/rules that make up the building matrix. This social behavioral curriculum defines the social skills that we expect all students and staff to display. School-wide expectations reflect the language and culture of each school. They will become the language all staff use when they teach, remind, recognize, and correct students. They will be the cornerstone for all you will do to implement SW-PBS. In addition, the creation of clearly defined school-wide procedures will be covered. Clearly defined procedures allow staff to teach and supervise consistently and predictably.

This course provides information on the practices needed to build a comprehensive system to discouraging the full range of inappropriate behaviors. In order to develop a comprehensive schoolwide system to discourage inappropriate behavior, you will need to: 1) know strategies to respond to minor or staff-managed behaviors, 2) define what constitutes major or office-managed behavior, and 3) develop related data gathering tools.

This course provides information on the practices needed to build a comprehensive system to encourage and motivate students, both as they are learning the expected behaviors and then to maintain those skills as students become more fluent with their use. There are four interrelated topics that will be explored to develop a comprehensive schoolwide encouragement system: 1) adult non-contingent and contingent attention, 2) effective, specific positive feedback, 3) use of a tangible reinforcement system, and 4) a menu or continuum of reinforces.

SW-PBS is a systems change framework to address school climate and culture. When you embark upon implementing SW-PBS at the district and school levels, you are undertaking a change in your system of addressing culture, climate, discipline, and behavior. It becomes a change in the way your district or school does business. Implementation is a process, not an event. Implementation will not happen all at once nor always proceed smoothly. SW-PBS provides the opportunity to take time to plan and prepare before implementation. While clear progress is essential to sustain interest in the initiative, schools that work steadily and thoroughly through preparation activities prior to implementation experience the greatest success. This professional learning module focuses on the four interconnected elements of School-wide Positive Behavior Supports: systems, practices, data, and outcomes and helps participants understand how prevention and function-based thinking work together to produce a change in how school systems think about and address student behavior.

MO SW-PBS is grounded in the science of behavior known as Applied Behavior Analysis (ABA). Applied Behavior Analysis is the design, implementation, and evaluation of environmental modifications to produce socially significant improvement in behavior. In short, the science of behavior focuses on making changes to the environment to lead to changes in behavior. This module includes lessons covering the science of behavior, human motivation, function-based thinking, and de-escalation. Completion of this course will give teachers the foundational knowledge they need in order to select strategies to support changes in student behavior.

SW-PBS is a systems change framework to address school climate and culture. When you embark upon implementing SW-PBS at the district, school, and classroom levels, you are undertaking a change in your system of addressing culture, climate, discipline, and behavior. It becomes a change in the way your district or school does business. This module includes lessons covering the six implementation phases, ways to handle resistance to change, and a model of the interconnected system of supports. Completion of this course will give leaders the foundational knowledge they need in order to implement a change in systems at the district and/or building level.

Positive Behavior Support in the Classroom introduces the 8 Missouri School-wide Positive Behavior Support (SW-PBS) Effective Teaching and Learning Practices. These practices have been shown to decrease problem behavior and increase time for academic learning. These positive and proactive strategies help to establish an effective classroom learning environment.

SW-PBS Lesson 10: Ongoing Monitoring

SW-PBS in the Classroom, Lesson 2: ETLP 1-Classroom Expectations and Rules

Positive Behavior Support in the Classroom: Lesson 3 ETLP 2: Clarifying Expected Behavior Procedures and Routines

SW-PBS in the Classroom, Lesson 4: ETLP 3-Encouraging Expected Behavior

SW-PBS in the Classroom, Lesson 5: ETLP 4-Discouraging Unexpected Behavior

SW-PBS in the Classroom, Lesson 6: ETLP 5-Active Supervision

SW-PBS in the Classroom, Lesson 7: ETLP 6-Opportunities to Respond

SW-PBS in the Classroom, Lesson 8: ETLP 7-Activity Sequencing and Choice

SW-PBS in the Classroom, Lesson 9: ETLP 8 - Adjusting Task Difficulty

Once expectations have been defined, systematic teaching of those expected behaviors must be a routine part of the school day. Effective instruction of social behavioral skills requires more than simply providing the rule–it requires instruction, practice, feedback, reteaching, and encouragement.

This course provides information about the Check-In, Check-Out (CICO) Tier 2 intervention, steps for developing a CICO program, and strategies for effective implementation. Adaptations for Preschool and High School implementation will be presented along with considerations for making the intervention culturally relevant for all stakeholders.

Introductory module

Offer teachers suggestions for building a positive classroom or virtual environment where students feel safe and supported.

Effective ways to communicate with students and families in rural, suburban, and urban settings.

Tools for cognitive engagement (learning new content, creating and collaborating online, etc.) Tools for formative assessment and providing quality feedback Learner agency (student voice and choice, assessment capable learners, personalized learning) Suggestions for effective use of technology, managing multiple platforms, family support. Provide resources

Distance learning, also called distance education, remote learning, and online learning, form of education in which the main elements include physical separation of teachers and students during instruction and the use of various technologies to facilitate student-teacher and student-student communication.

Tips for on-site & virtual learning at the middle school level in rural, suburban, and urban settings.

Tips for on-site & virtual learning at the middle school level in rural, suburban, and urban settings.

Tips for on-site and virtual learning at the high school level in rural, suburban, and urban settings.

Approaches to Learning Material Usage Resources/Digital Resources Student Voice Delivery Methods Assessments Accommodations

Differentiated Instruction Meeting needs of struggling and gifted students Meeting needs of ELL students Meeting needs of SPED students Effective Tools Provide resources

Instructional strategies that promote emotional/intellectual safety in all content areas and grade levels Low-floor, high-ceiling tasks that make learning accessible to all learners Provide resources

Adolescent Literacy material.

Children who have an awareness of print understand that the squiggly lines on a page represent spoken language. They understand that when adults read a book, what they say is linked to the words on the page, rather than to the pictures.

Learn the definitions of phonological awareness and phonemic awareness — and how these pre-reading listening skills relate to phonics.

The goal of phonics instruction is to help children learn the alphabetic principle — the idea that letters represent the sounds of spoken language — and that there is an organized, logical, and predictable relationship between written letters and spoken sounds.

Fluency is the ability to read a text accurately, quickly, and with expression (also called prosody). Fluency is a key skill to becoming a strong reader because it provides a bridge between word recognition and comprehension.

Oral vocabulary refers to words that we use in speaking or comprehend in listening. Reading vocabulary refers to words we comprehend or use in print. In the Simple View of Reading, which describes reading as having two basic components — word recognition and comprehension — vocabulary falls under language comprehension.

Many people think spelling consists of memorizing all the words in a dictionary and that spelling comes naturally to some and not to others. This is a misconception. Good spellers aren't born, they are taught! Nearly 90 percent of English words can be spelled if a student knows basic patterns, principles and rules of spelling.

Comprehension is the understanding and interpretation of what is read. To be able to accurately understand written material, children need to be able to (1) decode what is read; (2) make connections between what they read and what they already know; and (3) think deeply about what they have read.

"The primary goals of writing are to communicate, to persuade, to inform, to learn, to reflect about yourself, and also to entertain others. What really makes writing motivating for young children is sharing it and being successful with it."

Assessments can be invaluable in helping teachers to identify the strengths and weaknesses of each student and to guide the next steps in instruction. There are many informal tools for assessing the various components of reading. No single assessment will provide insight into all of the reading-related skills that students need to learn.

When elementary students are intentionally taught Assertiveness Strategies, they can advocate for themselves, respect others, and be resilient when they experience challenges or setbacks. The focus of this module is to provide activities for use with students in intermediate school. The activities help students learn and practice key concepts of assertiveness applied to varying goals and classroom expectations.

This online learning module was developed to assist classroom teachers, special educators, career technical educators, and school counselors in teaching assertiveness to middle and high school students. Using this module educators can help students express their wants, needs, and opinions, and boundaries in a self-assured and direct manner while respecting others in a variety of situations.

When students have difficulty asking for help, expressing their ideas, and understanding how others feel in various situations, it is probably because they need to develop assertiveness. Assertiveness is an interpersonal competency defined as expressing your wants, needs, and thoughts, even when it’s difficult, while respecting others. The focus of this module is to provide activities for use with students in primary school students. The activities help students learn and practice key concepts of assertiveness applied to varying goals and classroom expectations.

When students find it challenging to express themselves respectfully during a conflict or when they struggle with understanding perspectives, learning strategies to manage conflict can help. Conflict management is an interpersonal competency defined as knowing your usual response to conflict, knowing the reasons for the conflict, and taking steps to manage the conflict (Noonan & Gaumer Erickson, 2018). When elementary students are intentionally taught Conflict Management Strategies, they improve their ability to understand and communicate with others, even in difficult situations. The focus of this module is to provide activities for use with students in intermediate school. The activities help students learn and practice key concepts of conflict management applied to classroom activities and expectations.

This online learning module was developed to assist classroom teachers, special educators, career technical educators, and school counselors in teaching conflict management to middle and high school students. This module provides instruction on how managing conflict with practice can support students in building better relationships, understanding and accepting different perspectives, and learning to manage emotional reactions. The focus of this module is to provide instructional activities for use with your students to help them develop conflict management.

Conflict management is an interpersonal competency defined as knowing your usual response to conflict, knowing the reasons for the conflict, and taking steps to manage the conflict . When elementary students are intentionally taught Conflict Management Strategies, they improve their ability to understand and communicate with others, even in difficult situations. The focus of this module is to provide activities for use with students in primary school. The activities help students learn and practice key concepts of conflict management applied to classroom activities and expectations.

Self-efficacy instruction and practice promote students’ persistence through challenging tasks and build their confidence to overcome difficulties academically, emotionally, and in their extracurricular endeavors. The focus of this module is to provide activities for use with third- through sixth-grade students to help them develop self-efficacy. The activities in this module help students learn and practice key concepts for self-efficacy applied to difficult tasks they need and want to accomplish.

Do your students lack confidence in their abilities, give up easily when they encounter obstacles, or simply feel that they cannot learn the course content or succeed in school, sports, or arts? Self-Efficacy instruction can help. Self-Efficacy instruction supports students in persisting through challenging tasks and builds their confidence to overcome difficulties academically, emotionally, and in their extracurricular endeavors. The focus of this module is to provide activities for use with your students to help them develop self-efficacy. The activities in this module help students learn and practice key concepts for self-efficacy applied to varying goals and classroom expectations.

Self-efficacy instruction and practice promote students’ persistence through challenging tasks and build their confidence to overcome difficulties in academics, in dealing with emotions, and in their extracurricular endeavors. The focus of this module is to provide activities for use with kindergarten through second-grade students to help them develop self-efficacy. The activities in this module help students learn and practice key concepts for self-efficacy applied to varying goals and classroom expectations.

The focus of this module is to provide instructional activities for use with your students to help them develop self-regulation. The instructional activities in this module help students learn and practice some of the key concepts for self-regulation, including the four components that make up the process of self-regulation, how to create detailed plans for accomplishing a task, and anticipating potential setbacks your students might experience as they plan for accomplishing a task.

Self-regulation is an intrapersonal competency defined as a proactive, self-directed process for attaining goals, learning skills, managing emotional reactions, and accomplishing tasks (Gaumer Erickson & Noonan, 2021). Elementary students can understand self-regulation defined as a process that helps us accomplish a task, learn something new, and learn to manage big feelings and emotions (Heger et al., 2022).The focus of this module is to provide activities for use with students in third through sixth grade to help them develop self-regulation. The activities help students learn and practice key concepts of self-regulation applied to varying goals and classroom expectations.

Self-regulation is an intrapersonal competency defined as a proactive, self-directed process for attaining goals, learning skills, managing emotional reactions, and accomplishing tasks. Younger students can understand self-regulation defined as a process that helps us accomplish a task, learn something new, or learn to manage big feelings and emotions. Self-regulation can be taught, and when young students are intentionally taught self-regulation strategies, they develop the critical skills of attention regulation, problem solving, and managing emotions

The 2022 revision to DBDM includes updated materials on the facilitator page.

This course provides instruction in Data-Based Decision-Making (DBDM) specifically as it relates to behavior. The initial lesson provides an overview of DBDM, generally. It is followed by lessons that provide specific guidance for DBDM at three levels of decision-making, for three different purposes: 1. Schoolwide behavior team making decisions that affect all students in all settings; 2. Grade or content alike collaborative teams integrating academic and behavior data to make decisions affecting students common to the grade or content alike team; 3. Building or District Leadership Teams using data to set and achieve building and/or district improvement goals relating to school climate and student behavior.

Understand the clear purposes of assessment by clarifying: Why assess? Who will use the results of assessment? How will the assessment data be used to improve teaching and learning?

This module provides an overview of formative assessment, and specifically discusses formative assessment for literacy in Grade 2. Formative assessment items were developed by Missouri educators and are intended to be used by teachers in Grade 2 classrooms to measure student learning and inform instructional decisions with regard to the Grade 2 English Language Arts priority standards.

In this presentation you will learn some of the equipment available to you for our MSSD students, why it is used, how it is used, benefits and how to use it correctly.

How do you understand a student with one chronological age but has a different developmental age?

Why Task Boxes? How to Implement Task Boxes in Your Classroom Labeling Shelves Work Pictures and Schedules How to Start a Task Box System Set Up your Schedule System Ideas and Examples of Task Boxes

Mentoring Training regarding expectations as a mentor for a mentee for years one and two.

Definition of Sensory Processing Types of Sensory Processing Disorders Meeting the Needs of Individuals with a Sensory Processing Disorder Resources Activities to Help Individuals with a Sensory Processing Disorder

? Identifying and Managing Risk ? Developing Crisis Prevention Plans ? Sensory Modulation ? Comfort & Sensory Rooms

Nonviolent Crisis Intervention (NCI) training is perfect for primary caregivers, educators and human service professionals who directly intervene in crisis situations, teaching staff de-escalation techniques as well as restrictive and nonrestrictive interventions.

Revise statements into goals that are specific, measurable, use action words, are realistic, and time-limited. Break down each goal into a few measurable short-term steps. Describe what the child will know or be able to do. Focus on behavior that you can count or observe.

What is an Education Surrogate? An individual who is legally responsible for the child’s welfare; or, a surrogate parent who has been appointed.

This online training course was developed by PTAC as an introduction to the Family Educational Rights and Privacy Act (FERPA), and its requirements relating to the privacy and security of Personally Identifiable Information (PII) in student records. This course addresses FERPA basics, explores requirements for the protection of student records for Local Education Agencies (LEAs), addresses who may and may not access student records, when those records may be shared, and discusses several of the applicable exceptions to the FERPA requirement for consent.

The laws and procedures for isolation and restraints at MSSD.

Continuum of School-Wide Instructional and Positive Behavior Support

What is McKinney Vento and the MSSD procedures.

This is a multi-part series offered for paraprofessionals. Verification of orientation training necessary for each paraprofessional to perform duties as assigned is present. The Federal Regulations and the Missouri Office of Special Education Compliance Standards and Indicators indicate that paraprofessionals who do not hold teaching certificates are required to have received fifteen clock hours of training within six months of hire including orientation and initial training prior to working with the student. A minimum of ten clock hours each school year thereafter is also required.

PECS is a unique alternative/augmentative communication system developed in the USA in 1985 by Andy Bondy, PhD, and Lori Frost, MS, CCC-SLP. PECS allows people with little or no communication abilities to communicate using pictures.

Problem solving framework. Systematic implementation of evidence-based practices. Layers in increasingly more intensive environmental supports to increase the likelihood students are academically, emotionally, and socially successful.

First we will go over the ins and outs of PWN.

Objectives: 1. Common Vocabulary 2. Law's and Regulations 3. Connecting Standards 4. Creating a S.M.A.R.T. Goal 5. Progress Monitoring of S.M.A.R.T. Goal 6. How to Document Progress

Maintaining staff and student boundaries is an essential requirement for employment with MSSD. Staff members who inappropriately interact with any child may be disciplined or terminated when MSSD determines such action is necessary to protect students.

How does this link to PBIS? How do we do PBIS in MSSD? Examples of PBIS Behavior Services Across the State Tiers

The Do's and Don'ts of Using the Foam Blocking Mats

Review Activity Process Build your own curriculum Putting activities into Embarc

Writing a Compliant IEP

This PD will give you the information to find an activity in the BYOC that matches the Essential Element you are teaching.

Doing an interview for an investigation at MSSD

How ABA can be used in the classroom.

Assistive Technology Do's and Don'ts

Understanding Behavior using an Intervention Plan, Strategies, Consultant and FBA.

This Module compares Instructional Routine Plans vs Lesson Plans, Creating a Class and Uploading Embarc.

Learning how the IEP, Instruction and Assessment works together.

Benefits of Classroom Schedules and Students' Individual Schedules

Confidentiality and Best Email Practices

Explanation of what and why we should use Essential Elements. How to develop an Essential Elements-Based IEP and planning for Classroom Instruction in the Essential Elements.

Consult Services vs Direct services

What, Types, Signs and Strategies of Sensory Integration and Sensory Difficulties

All about collecting and using data for monitoring student progress.

The PP will teach you the expectations for all activities that will be uploaded to the MSSD BYOC site. These may be used by other educators so it is important we all use the same format.

Addressing Barriers and Creating a fluid Method for Implementing Distance Learning.

Review of Behavior, Behavior Intervention Plan, Behavioral Strategies, Behavioral Consultant, Let’s Talk Reevaluation, and Functional Behavioral Assessment

Evidence Based Instruction and Methods

Learning about prompting, reinforcement, Discrete Trial Training, Extinction Functional Communication Training, Token Economy, Response Interruption, Redirection, Task Analysis, Chaining, Pivotal Response Training

Explicit, or direct instruction, is a teacher-led teaching method. The way it works is that the educator gives clear, guided instructions to students from the front of the classroom or lecture hall.

Understanding ESY, Documenting ESY in IEP, Preparing for services, and ESY Make Up days.

How to Facilitate an IEP along with NOM

Laws on governing legal Guardianship & Conservatorship.

Explaining step by step the way an IEP can be amended in Tyler SISK12.

Step by step description on how to print Progress Reports in Tyler SISK12.

Alternate Methods of Instruction, Extended Alternate Methods of Instruction, Distance learning, Fixed Blended Instruction, Virtual Instruction, Distance Learning Plan and Form G.

Instruction for BA to recognize with their staff.

What happens with the goals and benchmarks after the IEP meeting? Do we have to collect data to determine if a goal is reached? What do we do with all the data? Types of Data.

Eligibility vs Referral

Using Adaptive PE in the Classroom.

Navigating for information on MSSD's Intranet and DESE's Website.

Definitions of employment under Workforce Innovation Act (WIOA), Overview of Indicator 13, Keys to a successful transition, Postsecondary success at MSSD, and Available outside agencies.

Learn how to use positive reinforcement to get great results.

Requirement for writing the Postsecondary Transition in the IEP and timeline.

Transition Services, Monitoring of Transition Services, Outside Agency Involvement, and Coordinated Set of Activities.

Related Services and the Integrated Model

Reviewing Compliant and Student Centered IEPs.

Provide an overview of the basics of attendance recording.

Provide an overview of the basics of attendance recording: What attendance codes will be used The “Check-In/Check-Out feature Special Additional Attendance (for Distance Learners) Who will record attendance Who will verify attendance is completed When attendance will be recorded

Definition of expectations, observation tools to document communication behaviors, and framework for teaching communications.

Our students are the center of our classrooms. Today, we will discuss each of the five levels of the Ziggurat Model and their importance in developing student independence. Participants will complete a classroom design plan which provides proactive environmental strategies to engage students and reduce problem behaviors. Participants utilizing the Ziggurat Model will be able to problem-solve proactive strategies for a particular students/classrooms. Participants will brainstorm functional life skills in the four living domains as part of life planning. Participants will complete a task analysis of a sub-skill or sub-environment for a particular student.

The roles of each MSSD Related Service.

You will learn how to assure the safety of the student and yourself when taking a student to the bathroom that is ambulatory, in a wheelchair, or changing a child using a changing table.

Overview of Student Information, Address Schedule and Routing for Secretaries and Building Administrators.

Different types of visual supports for students.

Policies on instruction, themes, find and modify authentic activities, matching Essential Elements to goals, using the activity template and instruction for a group of students with different abilities.

You will learn about: Basic First Aid Seizures, Asthma, Fractures and Splinting Head and Spinal Injury Heat Stroke, Heat Exhaustion, Hypothermia Shock Burns Special Situations

In this module, you will learn about communicable diseases that may be found in the MSSD school environment.

Save Lives

Diapering: Need, Procedures, Changing Log, Changing Area, Changing Surface, Maintenance of Changing Tables and Surfaces

Emergency Preparedness: It has been evident that during a disaster an evacuation plan for individuals with disabilities' needs shall be met. Community and statewide emergency preparedness teams are developing a plan to ensure that all individuals with disabilities are included in the development of plans for protection from both natural and man-made emergencies. This tab provides access to task forces and tips on preparing for disasters.

Will’s Law passed legislation, there is an element of training that schools must do as well as all of the other schools across the state. There is training from the Epilepsy Foundation that must be taken by our staff every years as part of Will’s Law.

Head Lice Are Not Nice! Signs, Diagnosis, Prevention and Treatment

How to deal with stress in your work environment and personally.

Learn about what is considered an emergency, when to call 911, who calls 911, and how to document a medical emergency.

The MSSD Health Services Provided: Special HealthCare Procedures (SHCP) 1:1 Nursing 6001 Comprehensive School Plan 6130 Professional Development Student illness & Injury Roles DNR Orders Immunizations Tyler Documentation Health Checks

We will discuss Infection Control, Hand Washing, Glove Usage, Handling Sharps, HealthCare Waste Disposal, Cleaning and Proper Respiratory Hygiene, and Blood Borne Illness.

How to Lift an individual safely and how to use the Hoyer Lift safely.

What is School Wellness in the school setting?

What to do if someone has a seizure.

Many Missouri Schools for the Severely Disabled (MSSD) students require healthcare procedures to be performed while they are at school. Individuals will be trained to provide these services.

Responsibilities of individuals to prevent any allergy reactions of our MSSD Students.

Procedures if Bed Bugs are found.

Tyler SISK12 is the electronic student database that tracks both academic information as well as health information.

Documenting Medical Data in Tyler SISK12.

Discusses Skin Infections both bacterial and Fungal/Parasitic.

Who and when to file an incident.

Why we need to wear a face mask? How to put on a cloth face covering? How to remove a face covering? How to wash and dry the cloth face covering.

Preparing for a man-made disaster

The Career Ladder module will explain who, what, and when a teacher can apply for Stage 1,2 or 3 of Career Ladder and the expectations.

USDA requires all Child Nutrition staff to attend civil rights training annually to prevent discrimination. This training plays a key role in providing excellent customer service.

Reporting child abuse/neglect and Chain of Command of other issues.

Day to Day Operations and Personal Phone Calls along with the Missouri Schools for the Severely Disabled Organizational Chart.

What Records are Confidential and how they can be obtained.

What is discrimination? Is it okay to retaliate against someone because they filed a discrimination complaint.

Diversity, Inclusion and Belonging (DIBs)

Appropriate use of email and internet use for employees of MSSD

Know Mandated Reporter Statute Know Mandated Reporter Policies Know Your Role as Building Administrator Acceptable Behavior Management Techniques CPI Training Policy Review MSSD Security Systems

The training is divided into the four lessons. 1. Legal Requirements of the Mandated Reporter 2. Child Abuse/Neglect Defined and Indicators of Child Abuse/Neglect 3. Plan for Responding to Suspicions Child Abuse/Neglect 4. Effectively Reporting In addition to these lessons, the training contains a pre- and post-test, and frequently-asked-questions section.

Mandatory Reporting due to your professional position for Child Abuse

Zero Tolerance for all MSSD schools

Employee guide for State of Missouri positions such as MSSD.

What is sexual harassment and what to do if you are sexually harassed.

This module is for all teacher aides to understand their role for MSSD.

How to complete an evaluation for your teachers by using the tools you have been provided.

Approving Absences and Creating an Absence for your Employee.

You will learn how to assign a substitute to an absence, switching an assigned substitute, assigning a substitute while creating an absence, removing a substitute from an absence, creating a new vacancy, seeing substitute availability, and using the substitute sign in report.

Employees creating and absence on the computer or phone. How to submit employees timesheet.

Organizational Chart Communication Liability Incident Management Administrative Representation for Funerals Parent/Family Involvement Policy

The MSSD Educator Evaluation System is modeled after and aligned with the DESE state model. This training is a brief overview of the eight steps of the evaluation process.

Know Mandated Reporter Statute Know Mandated Reporter Policies Know your role as Building Administrator

Resources for parent including Health, Home and School.

Related Services and the Integrated Therapy Model

Learn how to apply for Workers' Compensation and where to find the forms needed.

BA Reviewing and Approving Timesheets

Module 1 Special Education Law, Regulations and Compliance will increase: • Understanding of the history and evolution of Special Education laws and regulations; • Understanding of Special Education law as it relates to parent rights, Child Find, Special Education eligibility, IEPs, confidentiality, dispute resolution, secondary transition, compliance, and discipline; • Locating Missouri resources to support compliance with Missouri laws and regulations; • The knowledge for supervising and supporting staff in the implementation of Special Education services that align with Special Education laws and regulations

Upon completion of Module 2 Special Education Finance, users will be able to: • Articulate the intricacies of special education finance as it is implemented in Districts/LEAs; • Identify requirements of special education finance and implications for leading special education services; • Manage fiscal resources in compliance with special education laws and regulations; • Navigate accounting systems and run needed queries/reports.

Upon completion of Module 3 Special Education Leadership, users will be able to: • Explain the concepts of system change, implementation science, and professional development methods that promote the implementation of evidence-based practices. • Articulate the relationship between special education services and policies to district systems, supports and processes for continuous improvement. • Facilitate the alignment of special education services with district improvement planning. • Identify strategies for including special educators, administrators, and support staff in district collaborative decision making. • Use effective leadership practices.

Upon completion of Module 4 Overview of High-Impact Instructional Practices, users will be able to: • Understand the role of specialized instruction in the delivery of Special Education • Identify high-leverage, evidence-based instructional practices that have been shown to positively impact outcomes for students with disabilities • Design professional learning that results in the implementation of high-leverage, evidence-based practices for sustainability

Upon completion of Module 5 Application of Effective Teaching and Learning Practices in Special Education, users will be able to: • Describe the rationale and research supporting the use of effective teaching and learning practices for all students, including those with disabilities. • Support the use of a comprehensive framework for sustainable educational change. • Understand the importance of supporting students with disabilities to become assessment capable learners. • Identify and support teachers in the use of metacognitive practices. • Facilitate collaboration between general and special educators.

Upon completion of Module 6 Application of Data-Based Decision Making in Special Education, users will be able to: • Understand the role of data-teams for school and program improvement • Describe the role of a Director of Special Education in creating a DBDM culture. • Develop competency in the steps of DBDM • Understand how to create a culture of DBDM in your district

Upon completion of Module 7 Family and Community Partnerships in Special Education, users will be able to: • Describe how federal law promotes the development of family and community partnerships • Support staff to develop and maintain meaningful family and community partnerships • Support staff in using effective communication and collaboration strategies to support partnerships and learning outcomes for students with disabilities • Explain the requirements for supporting students with disabilities who have mental health care needs