Teacher and Staff Training
OCDE Special Schools staff are provided opportunities to attend
workshops and conferences as well as attending a staff development day
each year geared to areas of instructional interest identified by staff. In addition, staff are provided extensive training and provided instructional support via the following:
System of Support (SOS)
The OCDE Special Schools program has created an extensive professional learning community (PLC) to train and support staff. Our training model, System of Support (SOS), is designed to provide staff with the most current and research based information and training related to the best practices. Our model is designed to provide teachers with opportunities to receive training and then meet in collaborative groups to discuss and develop instructional strategies and materials related to their training(s). An administrator and a teacher who is identified as a Support Facilitator support each collaborative group.
Systematic Utilization of Comprehensive Strategies to Ensure Student Success (SUCSESS)
SUCSESS staff-training is designed to meet the needs of
students with autism and their families. Through this program, staff is
provided ongoing training and support related to researched "Best
Practices” for designing and delivering effective programs to
individuals with autism spectrum disorders (ASD). As part of the
SUCSESS Project model, staff receive direct classroom support from our
Program Specialist, who assists teachers in the areas of teaching
methodologies, classroom structure, behavior management and data
analysis. In addition, teachers are provided support via student
progress meetings designed to facilitate increased communication between
staff members and identify program modifications needed to support
individual student goal attainment.
The SUCSESS Collaborative group teachers meet on a quarterly basis for additional training opportunities and exchange of instructional strategies to better meet the needs of students. Guest speakers, with identified expertise in the area of autism are also brought in to keep teachers informed of current instructional practices and research within the field.
The Model Classroom program provides instructional staff with an “in classroom” training opportunity and is designed to enhance each staff members teaching skills and abilities. Teachers participate in a one-week experience within an established Model Classroom and are provided with follow-up support within their individual classroom.
The major objectives of this experience are to:
• enhance teaching behaviors and instructional strategies.
• facilitate a common language and conceptual framework for Special Schools personnel.
• encourage dialogue regarding implementation of learned skills at the “home site.”
Four specific teaching behaviors are targeted as critical to the implementation of the Special
Schools Instructional Model. The practice of correct teaching behaviors is important in all
domains and environments. Staff are trained in the areas of:
• Securing and Maintaining Student Attention
• Stimulus - Response
• Prompts and Correction Procedures
Behavioral Analysis for Successfully Initiating Change (BASIC)
BASIC is a staff development program resulting from legislation requiring school districts to
use functional behavioral analysis and to develop behavior plans to address the needs of students
with serious behavior problems. This training emphasizes the use of positive behavioral interventions.
CPR, Confidentiality, Lifting, Communicable Disease Prevention, Child Abuse Reporting