2024 RISE Conference

EC teachers, administrators, related service providers, and school psychologists will engage in honing their skills to craft extraordinary Prior Written Notices for IEP meetings.

In this session, participants will be able to choose a digital template, from a list of suggestions, that could be utilized to differentiate instruction in their classroom. The delivery on how to use the templates to empower students to use and incorporate higher level thinking and inquiry will also be addressed. Participants will walk away with a project-based resource that can be used in a lesson, and strategies to use projects effectively as a means of inquiry and standards-based assessment.

To guide and support IEP teams in determining whether a student is most appropriately instructed towards alternate academic achievement standards and assessed with an alternate assessment, the NCDPI, in consultation with stakeholders, has developed an Alternate Assessment Eligibility and Alternate Assessment Assurance Worksheets found in ECATS. This tool clarifies and requires IEP team members to have meaningful discussions around student data and evaluations, to make the most informed decision for the student’s course of study. This tool is required for IEP teams to use within ECATS in the special factors section of the IEP when discussing the Extended Content Standards pathway. Join us in answering the questions of "What does this mean? Why is it required? Where do we find the data? How do I have these conversations?" Learn how to facilitate data driven decisions for ECS students by utilizing this new tool at your IEP meetings.

This session will focus on Section 504 in the classroom. The participants will come away with an improved understanding of Section 504, the legalities for the classroom teachers and their responsibilities to provide a Free Appropriate Public Education for students with disabilities. Visuals and examples will be provided.

This session will provide adaptive curriculum educators a simple routine for daily AAC core vocabulary instruction. This routine is intended to enhance the instructional value of common strategies like “core word of the week.” Many students with significant disabilities benefit from explicit, targeted instruction in the graphic symbols that represent words in their AAC. The goal of this instruction is to develop the thinking and problem-solving skills of using graphic symbols to communicate. The goal is not to teach rote, isolated symbol recognition, such as indicating the correct symbol on demand to mastery. However, this instruction is an opportunity for educators to monitor student progress with graphic symbol knowledge. Comprehensive literacy instruction includes the use of these symbols in emergent literacy routines such as shared writing and shared reading.  Attendees will be provided with an instantly implementable daily routine to integrate CORE words and literacy strategies into their adapted ELA lessons.

EC teachers, administrators, related service providers, and school psychologists will engage in honing their skills to craft extraordinary Prior Written Notices for IEP meetings.

OVERVIEW
Saying that you're a “P2 school” is a great start, but there is so much more work that can be done to build a school and community culture that believes in and leads with P2 at the heart of their school community!
GOALS- Attendees will
leave feeling prepared to lead a school-wide culture shift/movement
Teachers will leave feeling prepared to lead their classrooms with P2
leave with new ideas for how to support positive school and classroom culture through the use of P2

Mrs. Cahall will touch on the implementation of P2 at Patriots, and Ms. Palomba, a 5th grade classroom teacher, will be sharing how P2 looks in her classroom and how P2 has an impacts her behavior and academic data.

To guide and support IEP teams in determining whether a student is most appropriately instructed towards alternate academic achievement standards and assessed with an alternate assessment, the NCDPI, in consultation with stakeholders, has developed an Alternate Assessment Eligibility and Alternate Assessment Assurance Worksheets found in ECATS. This tool clarifies and requires IEP team members to have meaningful discussions around student data and evaluations, to make the most informed decision for the student’s course of study. This tool is required for IEP teams to use within ECATS in the special factors section of the IEP when discussing the Extended Content Standards pathway. Join us in answering the questions of "What does this mean? Why is it required? Where do we find the data? How do I have these conversations?" Learn how to facilitate data driven decisions for ECS students by utilizing this new tool at your IEP meetings.

This session will focus on Section 504 in the classroom. The participants will come away with an improved understanding of Section 504, the legalities for the classroom teachers and their responsibilities to provide a Free Appropriate Public Education for students with disabilities. Visuals and examples will be provided.

This session is targeted for: Adapted Curriculum EC teachers , SLP's, OT's , TA's in centralized placements (Living and Learning, Structured Learning, Abilities and Possibilities) Staff.
This session will provide adaptive curriculum educators a simple routine for daily AAC core vocabulary instruction.  This routine is intended to enhance the instructional value of common strategies like “core word of the week.” Many students with significant disabilities benefit from explicit, targeted instruction in the graphic symbols that represent words in their AAC. The goal of this instruction is to develop the thinking and problem-solving skills of using graphic symbols to communicate. The goal is not to teach rote, isolated symbol recognition, such as indicating the correct symbol on demand to mastery. However, this instruction is an opportunity for educators to monitor student progress with graphic symbol knowledge. Comprehensive literacy instruction includes the use of these symbols in emergent literacy routines such as shared writing and shared reading.  Attendees will be provided with an instantly implementable daily routine to integrate CORE words and literacy strategies into their adapted ELA lessons.