Page Title

THE INFANCY AND EARLY CHILDHOOD TRAINING COURSE
COMES TO YOU – ONLINE! The Basic Course on the
DIR®/Floortime™ Model

Taught by

Stanley I. Greenspan, M.D.

Clinical Professor of Psychiatry and Pediatrics, The George
Washington University Medical School, Supervising Child
Psychoanalyst, Washington Psychoanalytic Institute, and Chair,
Interdisciplinary Council on Developmental and Learning
Disorders

To Register and for more information, visit www.
stanleygreenspan.com

2010 Infancy and Early Childhood Training Course - presented
ONLINE!
The Basic Course will be available to registered participants for
over eight weeks, from March 12 through May 9, 2010

Take the course in the comfort of your own home or office, at
your own pace and without the added expenses of travel and
lodging!

The Basic Course Topics Include: Assessment, Diagnosis and
Intervention for Developmental and Emotional Disorders.

Including: Autistic Spectrum Disorders; Multisystem
Developmental Disorders; Regulatory Disorders involving
Attention, Learning and Behavior Problems; Cognitive,
Language, Motor and Sensory Disturbances; and a range of
Infant and Early Childhood Developmental and Mental Health
Problems such as Trauma, Abuse and Neglect

Workshops:

A Lifespan Approach to Autism exploring different types of
individuals at different functional levels to demonstrate the best
ways to advance their development: A 6 hour workshop for
parents and professionals taught by Stanley I. Greenspan, M.D.

Meltdowns: Helping infants, children and adolescents overcome
behavior problems, aggression and tantrums: An 8 hour
workshop for parents and professionals taught by Stanley I.
Greenspan, M.D.

Regulatory Sensory Processing Disorders including Autism
Spectrum Disorder, Regulatory Disorder, ADHD, Behavior
Problems and Learning Challenges: A 10 hour workshop for
parents and professionals taught by Rosemary White, OTR/L
and Stanley Greenspan, M.D.

Workshops will be available online for over 8 weeks, from March
12 to May 9, 2010.

To download a brochure with complete details and registration
materials, click here : www.stanleygreenspan.com/wp-
content/uploads/ICDL7441-Course-Catalog-2010_011310.pdf

(if the link does not work, cut and paste the link into your
browser) www.stanleygreenspan.com/wp-
content/uploads/ICDL7441-Course-Catalog-2010_011310.pdf

Self Advocates Becoming Empowered (SABE), is a
partner in a new grant.

We are working with Easter Seals, the DD Councils, the
Disability Rights Networks, the University Centers and the
ARC. The grant is about family support.

There will be free conference calls once a month.

They will be on the 3rd Wednesday every month at
3:00 eastern time.

They are for families and self-advocates.

Each call will be on a different topic.

If you want to be on the call you have to sign up.

www.directeventreg.com/registration/event/40554288 to sign up.

I will be on the calls with other self-advocates and family
members.

We will show how we can work together.

We will be letting the professionals know how we want to be
supported.

It is a chance to get the message out how self-advocates and
families can work together. It is so important now given the
budget problems. If we don’t work together we won’t get what
families need or what self-advocates need.

The National Center on Student Progress Monitoring
presents the following FREE webinars and online
trainings: www.studentprogress.org

Online Training: Using CBM for Progress
Monitoring in Math

This online training module describes a 7-step process for
monitoring student progress in math using curriculum-based
measurement, or CBM. Participants will learn about Math CBM
instruments for different grade levels. The module covers
monitoring progress, graphing scores, and setting goals for
students, as well as decision-making using progress monitoring
data.

Online Chat: Determining the Response in RTI

The National Center on Student Progress Monitoring asked two
Response to Intervention experts, Pamela Radford and Matt
Burns, to respond to a set of stimulus questions prompted by
John Hintze's 2008 (in press) paper, Conceptual and Empirical
Issues Related to Developing a Response-to-Intervention
Framework (MS Word). John Hintze is a Professor of Student
Development and Pupil Personnel Services at the University of
Massachusetts, Amherst. Pamela Radford is a Problem Solving
Services Coordinator for the Northern Suburban Special
Education District in Illinois. Matt Burns is an Associate
Professor of Educational Psychology at the University of
Minnesota.

Webinar: Data-Based Instruction in Special
Education

Presented by Dr. Lynn Fuchs and Dr. Doug Fuchs
September 25, 2008

This webinar focused on the use of curriculum-based
measurement student progress monitoring data for
individualizing and monitoring the effectiveness of instruction in
special education.

Webinar: Incorporating Student Progress
Monitoring Into Teacher Education Courses

Presented by Dr. Pam Fernstrom
September 4, 2008

This webinar provided information on including student progress
monitoring in preservice courses. This exciting event was
particularly important for higher education faculty in both general
and special education.

Webinar: Data Utilization within a CBM Screening
and Progress Monitoring System

Presented by Dr. Erica Lembke
April 28, 2008

This webinar provided information on how to utilize CBM
screening and progress monitoring data to make instructional
decisions. Data decision rules were discussed, along with
questions to help guide problem-solving teams as they discuss
data. The importance of data-based discussion surrounding
instructional decisions at the school, grade, classroom and
individual student levels was emphasized.

Webinar: Using CBM to Progress Monitor English
Language Learners

Presented by Dr. Laura Sáenz
(March 11, 2008

This webinar was designed to help participants understand the
potential benefits of using Curriculum-Based Measurement
(CBM) for progress monitoring English language learners.
Special emphasis is given to using CBM to progress monitor
English language learners within the context of a
Responsiveness to Intervention (RTI) Model. Two assumptions of
the RTI model, adequate opportunity to learn and rate of learning,
as they apply to English language learners are explored.

Online Training: Using CBM for Progress
Monitoring in Reading

Presented by Dr. Rebecca Holland-Coviello

This online training* module describes a 7-step process for
monitoring student progress in reading using curriculum-based
measurement, or CBM. Participants will learn about Reading
CBM instruments for different grade levels. The module covers
monitoring progress, graphing scores, and setting goals for
students, as well as decision-making using progress monitoring
data.

Webinar: Using CBM for AYP and other Data
Reporting

Presented by Dr. Michelle Hosp
December 12, 2007

The webinar provided a brief overview of Curriculum-Based
Measurement (CBM) and discuss CBM scoring and applying
decision rules. The presenter explained how to define Adequate
Yearly Progress (AYP) using CBM benchmarks as well as how to
use CBM for school accountability. Several examples were
provided.

Online Training: Using Curriculum-Based
Measurement (CBM) for Student Progress
Monitoring

Presented by Dr. Rebecca Holland-Coviello

This online training* is targeted at people who are new to student
progress monitoring (SPM) in general and Curriculum-Based
Measurement (CBM) in particular. Users will learn the
differences and similiarities between CBM and other forms of
assessment. We present examples of CBM in several academic
areas, and we describe the process for using CBM for
monitoring student progress.

Webinar: Using Student Progress Monitoring in a
Response to Intervention Model

Presented by Dr. John Hintze
September 26, 2007

The webinar provided an overview of a 3-tier Response to
Intervention (RTI) model. In addition, specifics about how to use
Curriculum-Based Measurement (CBM) in reading and math
were explained for identifying whether students are responding
to instruction in each tier. Applying CBM decision-making to
formulate effective individual intervention plans was also
discussed.

Webinar: What the National Center on Student
Progress Monitoring Can Do for You!

Presented by Rebecca Holland-Coviello
August 30, 2007

This webinar introduced our Center and provided a tour of our
website, which focused on our free resources, online training
modules, and tools chart.

Webinar: Progress Monitoring in Mathematics

Presented by Dr. Pamela Stecker
May 10, 2007

This webinar is perfect for those who have implemented
curriculum-based measurement (CBM) in reading and would like
to expand their practice to include mathematics, or for those who
are new to CBM. The presentation covered administration and
scoring procedures for math CBM, graphing scores, and
establishing trend and goal lines for progress monitoring.

Webinar: The ABCs of Progress Monitoring in
Reading

Presented by Dr. Michelle K. Hosp
March 19, 2007

Dr. Michelle K. Hosp is an Assistant Professor at the University
of Utah. She earned her Ph.D. from Vanderbilt University and is
a nationally certified school psychologist. Dr. Hosp has over 10
years of experience using Curriculum-Based Measurement
(CBM). She has extensive experience writing about CBM,
training educators on the measures, as well as presenting at
local, state, and national conferences.

Webinar: Monitoring Student Progress in the
Classroom to Enhance Teaching Planning and
Student Learning

Presented by Dr. Lynn Fuchs
February 20, 2007

Dr. Lynn Fuchs has over 20 years' experience working with
students with special needs. She is a nationally recognized
expert conducting research on classroom based assessment
and instructional methods to enhance outcomes for students with
disabilities. View and listen to her presentation on student
progress monitoring, including a Q & A session with practitioners
from the field.

Webinars

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