ECS101 is a one-day, in-person professional learning held in Lillington, NC. The PD will be covering the essentials of teaching students with significant cognitive disabilities.
Topics Related to Professional Development
This session is part of the second year series of professional development provided to EC Directors who were previously accepted into the New Directors' Leadership Institute. This is the final of four face-to-face sessions to be held throughout the 2023-24 school year. This session is 1.5 days in length.
This session is part of the second year series of professional development provided to EC Directors who were previously accepted into the New Directors' Leadership Institute. This is the third of four face-to-face sessions to be held throughout the 2023-24 school year.
This session is part of the second year series of professional development provided to EC Directors who were previously accepted into the New Directors' Leadership Institute. This is the second of four face-to-face sessions to be held throughout the 2023-24 school year.
Meeting a student’s unique mealtime needs is a complex process often requiring specialized interprofessional evaluation, intervention, and progress monitoring. Students who require support for mealtime participation have needs that vary in type, resources required, intensity, and duration.
This one-day professional learning specializes in collaboration to provide an understanding of the Mathematic Extended Content Standards. This professional learning is directed towards teachers of students with significant cognitive disabilities.
EMI is a four-day offering in which three days are devoted to participants learning Evidence-Based Practices in Mathematics specific to the Components of Number Sense, assessing students with significant disabilities on these skills, and how to deliver instruction based on those assessment result
EMI is a four-day offering in which three days are devoted to participants learning Evidence-Based Practices in Mathematics specific to the Components of Number Sense, assessing students with significant disabilities on these skills, and how to deliver instruction based on those assessment result