Join us as we explore AAC intervention strategies for beginning communicators and how to establish and maintain buy-in from parents and other professionals. As an increasing number of young children are prescribed high-tech speech generating devices, teachers, parents and 
clinicians are left to determine best programming practices, vocabulary selection, teaching strategies and how to gain buy-in from other team members. Many of these answers can be found in the processes of natural language development and the principles of the Language 
Acquisition through Motor Planning (LAMP) program. Current clinical practice shows that natural language development processes can be mirrored in AAC language development from the earliest cause and effect stages through the development of grammatical structures, even 
for children diagnosed with autism spectrum disorders. In the earliest stages of language  development (in natural speech or using AAC), beginning communicators learn new words by connecting motor movements to their resulting auditory signal to the natural reaction they 
receive.Join us as we explore AAC intervention strategies for beginning communicators and how to establish and maintain buy-in from parents and other professionals. As an increasing number 
of young children are prescribed high-tech speech generating devices, teachers, parents and clinicians are left to determine best programming practices, vocabulary selection, teaching strategies and how to gain buy-in from other team members. Many of these answers can be found in the processes of natural language development and the principles of the Language Acquisition through Motor Planning (LAMP) program. Current clinical practice shows that  natural language development processes can be mirrored in AAC language development from the earliest cause and effect stages through the development of grammatical structures, even 
for children diagnosed with autism spectrum disorders. In the earliest stages of language development (in natural speech or using AAC), beginning communicators learn new words by connecting motor movements to their resulting auditory signal to the natural reaction they 
receive.

Presenter: Lindsey Paden Cargill

Bio:  Lindsey Paden Cargill is a speech-language pathologist and the Director of Therapy Services at Bridgeway Academy, an education and therapy center for children with Autism Spectrum Disorders in Columbus, Ohio. Lindsey received her bachelor's and master's degrees at the University of Florida, and has worked with children with Autism Spectrum Disorders, cleft palate/craniofacial anomalies, hearing impairments, cerebral palsy, TBI and global delays in out-patient clinics, school-based settings and in the home. She is enthusiastic about applying research and best practices to the facilitation of language development through Augmentative and Alternative Communication. Lindsey has extensive presenting experience at many national and international conferences in the United States, United Kingdom and Australia. Lindsey partners with the Ohio State University’s Language Assistive Technology and Autism lab to conduct research in the area of AAC and autism; her research team has papers accepted by AJSLP and have presented at ASHA, ATIA and ISAAC.

In combination with the Special Education Advisory Council

In combination with the Special Education Advisory Council

In combination with the Special Education Advisory Council

Staff 10 AM - Principals 12 PM

Staff 10 AM - Principals 12 PM

Staff 10 AM

Staff 10 AM - Principals 12 PM

Staff 10 AM - Principals 12 PM

Denise Shugarts: A Child Called It by Dave Pelzer

Introductions and Orientation: June 5, 8:00 A.M. - 8:30 A.M. Additional meeting dates and times will be established following the June 5, 2020 ZOOM meeting.

Dave Pelzer's astonishing, disturbing account of his early years describes one of the most severe child-abuse cases in California history. This book spent over 175 weeks on the New York Times best-seller list and was also nominated for the Pulitzer Prize.

Dave was in first grade when his unstable alcoholic mother began attacking him. Until he was in fifth grade, she starved, beat, and psychologically ravaged her son. Eventually denying even his identity, Dave's mother called him an "it" instead of using his name. Relentlessly, she drove him to the brink of death before authorities finally stepped in. With faith and hope, Dave grew determined to survive. He also knew that he needed to share his story.

A Child Called "It" is the first of three books that chronicle his life. Through publications and public appearances, Dave is now recognized as one of the nation's most effective and respected speakers about child abuse.

Erin McManamon: Ghost Boy by Martin Pistorius 
15 Hours Awarded  

 
In January 1988 Martin Pistorius, aged twelve, fell inexplicably sick. First, he lost his voice and stopped eating. Then he slept constantly and shunned human contact. Doctors were mystified. Within eighteen months he was mute and wheelchair-bound. Martin's parents were told an unknown degenerative disease left him with the mind of a baby and less than two years to live. 
Martin was moved to care centers for severely disabled children. The stress and heartache shook his parents’ marriage and their family to the core. Their boy was gone. Or so they thought. 
Dates: June 5-June 30,2020 (see specific dates below) 
·   June 5, 2020 8:00-8:30 am Organizational meeting 
·   June 15, 2020 8:00-9:00 am  Book Discussion 
·   June 22, 2020 8:00-9:00 am  Book Discussion 
·   June 29, 2020 8:00-9:00 am  Book Discussion 
Platform: ZOOM online video conferencing 
ZOOM Link: Meeting ID 961-913-8220 
How it works: 
1.  Check out the book from the library or purchase it. 
2.  Check your email for the ZOOM link one week prior to the meeting. 
3.  Join into ZOOM using the link provided. 
4.  Read the book as outlined and shared during our first organizational meeting 
5.  Get ready to share your thoughts and ideas as we journey through the book together. 
6.  If you are not present for a ZOOM meeting, you will be required to provide a written summary of the chapters covered in order to receive your hours. 
7.  A certificate with your 15 credit hours will be issued upon completion of the book study 
 

Julie Brown: Life As Jamie Knows It (limited to 20 participants) 
In Life as Jamie Knows It, Michael Berube chronicles his son's journey to adulthood and his growing curiosity and engagement with the world. Writing as both a disability studies scholar and a father, he follows Jamie through his social and academic experiences in school, his evolving relationships with his parents and brother, Nick, his encounters with illness, and the complexities of entering the workforce with a disability. As Jamie matures, his parents acknowledge his entitlement to a personal sense of independence, whether that means riding the bus home from work on his own, taking himself to a Yankees game, or deciding which parts of his story are solely his to share. 

With a combination of stirring memoir and sharp intellectual inquiry, Berube tangles with bioethicists, politicians, philosophers, and anyone else who sees disability as an impediment to a life worth living. Far more than the story of an exceptional child growing up to be "big," Life as Jamie Knows It challenges us to rethink how we approach disability and is a passionate call for moving toward a more just, more inclusive society. 

Registration Link:  
ZOOM link: https://paiu.zoom.us/j/728855742 
Dates: June 5, 15, 22, and 30, 2020 
ZOOM Times: June 5, 8:00 a.m. - 8:30 a.m. Introductions, Syllabus, and Orientation 
 June 15, 8:00 a.m. - 9:00 a.m.  
 June 22, 8:00 a.m. - 9:00 a.m. 
 June 29, 8:00 a.m. - 9:00 a.m. 
Hours earned: 15 hours 

How it works: 
1.  Check out the book from the library or purchase it. 
2.  Check your email for the ZOOM link one week prior to the meeting. 
3.  Join into ZOOM using the link provided. 
4.  Read the book as outlined and shared during our first organizational meeting 
5.  Get ready to share your thoughts and ideas as we journey through the book together. 
6.  If you are not present for a ZOOM meeting, you will be required to provide a written summary of the chapters covered in order to receive your hours. 
7.  A certificate with your 15 credit hours will be issued upon completion of the book study 


 

Brian Kritzer - Look Me in the Eye: My Life with Asperger’s  
15 Hours Awarded  

Zoom Link: https://paiu.zoom.us/j/927728165 Initial link for June 5th meeting 
Each participant must purchase and read the book and participate using the ZOOM platform.  
Dates/Times: June 5, 11, 18, 25 
ZOOM TIMES: June 5th 1:00 p.m. - 1:30 p.m. -  Introduction/Orientation  
  June 11th 8:00 a.m. - 9:00 a.m. - Book discussion 
 June 18th 8:00 a.m. - 9:00 a.m. - Book discussion 
 June 25th 8:00 a.m. - 9:00 a.m. - Book discussion 

 
Ever since he was young, John Robison longed to connect with other people, but by the time he was a teenager, his odd habits—an inclination to blurt out non sequiturs, avoid eye contact, dismantle radios, and dig five-foot holes (and stick his younger brother, Augusten Burroughs, in them)—had earned him the label “social deviant.” It was not until he was forty that he was diagnosed with a form of autism called Asperger’s syndrome. That understanding transformed the way he saw himself—and the world. A born storyteller, Robison has written a moving, darkly funny memoir about a life that has taken him from developing exploding guitars for KISS to building a family of his own. It’s a strange, sly, indelible account—sometimes alien yet always deeply human.  
 

Lisa Kruse: What Color is Monday? By Carrie Cariello 
    
 "One day Jack asked me, 'What color do you see for Monday?' 'What?' I said distractedly. 'Do you see days as colors?" 
    Raising five children would be challenging enough for most parents, but when one of them has been diagnosed with Autism Spectrum Disorder, life becomes a bit more chaotic, a lot more emotional, and full of fascinating glimpses into a unique child's different way of thinking. In this moving memoir, Carrie Cariello invites us to take a peek into exactly what it takes to get through each day juggling the needs of her whole family. Through hilarious mishaps, honest insights, and heartfelt letters addressed to her children, she shows us the beauty and wonder of raising a child who views the world through a different lens, and how ultimately autism changed her family for the better. 

Dates: June 5 - 30, 2020 (self-paced) 
Platform: Schoology.com (can be downloaded as an app free) 
How It Works: 
1. Check out the book from the library or purchase it. 
2. Go to https://app.schoology.com/register.php?type=student and enter this access code 69MW-WNXX-CBBMZ 
3. Create your account on Schoology. 
4. Read and answer questions anytime. 
5. You must respond to another person’s comments at least 2x. 
6. All work must be completed by June 30th, 2020 at 12 am. 
7. A certificate with your 15 credit hours will be issued to you upon completion of the book study. 
 

Participants will engage through literature, data and discourse to learn about leadership, change and vision, laws and regulations, Least Restrictive Environment (LRE), LEA Representation and Climate and Culture.

Agenda

8:30 a.m. - 9:15 a.m.           Overview of PULSE

9:15 a.m. - 10:00 a.m.        Leadership

10:00 a.m. - 10:15 a.m.      Break

10:15 a.m. - 11:00 a.m.      Change and Vision

11:00 a.m. - 11:45 a.m.      Laws and Regulations

11:45 a.m. - 12:45 p.m.      Lunch on Your Own

12:45 p.m. - 1:45 p.m.        LRE

1:45 p.m. - 2:00 p.m.           Break

2:00 p.m. - 3:00 p.m.           LEA Representative

3:00 p.m. - 4:00 p.m.           Climate and Culture, Family 
Engagement

Participants will engage through literature, tasks, data and discourse to support learning around multi-tier systems of support (MTSS), universal design for learning, standards aligned and alternate eligible content, specially designed instruction (SDI), supplementary aids and services, assistive technology and secondary transition.   

Agenda 

8:30 a.m. - 9:00 a.m.           MTSS and Effective Instruction

9:00 a.m. - 10:00 a.m.        Universal Design for Learning 

10:00 a.m. - 10:15 a.m.      Break

10:15 a.m. - 11:00 a.m.      Standards Aligned and Alternate 
Eligible Content

11:00 a.m. – 11:45 a.m.     SaS - SDIs (Accommodations & Modifications), and Related Services

11:45 a.m. - 12:45 p.m.      Lunch on your own

12:45 p.m. - 1:15 p.m.        Bridging Curriculum to Disability - 
SAS Toolkit

1:15 p.m. - 2:00 p.m.           Secondary Transition

2:00 p.m. - 4:00 p.m.           The IEP

Throughout Day 3 of PULSE, participants are required to engage in literature and complete several tasks to support learning around school-wide positive behavior systems (SWPBS), functional behavior assessment (FBA) and positive behavior intervention plans (PBSP), manifestation determination, alternatives to suspensions and expulsions, and restraints.

Agenda

8:30 a.m. - 9:45 a.m.       State Systemic Improvement Plan (SSIP)

9:45 a.m. - 10:00 a.m.    MTSS/SWPBS

10:00 a.m. - 10:15 a.m. Break

10:15 a.m. - 11:00 a.m. MTSS/SWPBS, cont'd.

11:00 a.m. - 11:45 a.m. Alternatives to Suspensions and Expulsions

11:45 a.m. - 12:45 p.m. Lunch on your own

12:45 p.m. - 1:45 p.m.    FBA and PBSP

1:45 p.m. - 2:00 p.m.       Break

2:00 p.m. - 2:45 p.m.       Manifestation Determination

2:45 p.m. - 3:15 p.m.       Restraints

3:15 p.m. - 4:00 p.m.       Data, Design and Project Planning

PULSE cohort participants will be afforded the opportunity to present their culminating learning project during Day 4 of the PULSE series.  PaTTAN instructors and cohort participants will be allotted time to ask questions and provide feedback on individual presentations. 

Date of day 4 is to be announced - in person or virtual.

Agenda

8:30 a.m. - 11:30 a.m.    Presentations and Feedback

                                          OR

12:30 p.m. - 3:30 p.m.    Presentations and Feedback

Objectives:

1.     Apply key principles of IDEA and Chapter 14 regulations towards establishing individual vision and mission statements, class activities, and final class project.

2.     Identify and analyze authentic data sources that inform student growth and are utilized to plan and execute change using the problem solving cycle - identify problem, hypothesize why, select and implement a solution, and monitor fidelity and growth outcomes.

3.     Critique legal review of special education case law and analyze their relevance towards the IDEA Part B 17 required federal indicators, PA State Performance Plan and their own LEA Special Education Plan and the policy and programming for students with disabilities. 

4.             Self-assess and identify new practices to support