Upcoming In-Services and Learning Opportunities

These are the upcoming learning opportunities for professionals and parents taking place at Four Rivers.

Priority registration is given to those parents and professionals within the Four Rivers district cooperative.  All others will be considered if there are additional openings.

Please Register using the form at the bottom of the page. Click on the title for additional information

August 10, 2020

Registration: 8:00 a.m. Presentation: 8:30 a.m. – 11:30 a.m.

August 10, 2020

Registration: 8:00 a.m. Presentation: 8:30 a.m. – 3:30 p.m.

This includes the EMBRACE IEP software training. A separate registration is not required.

August 11, 2020

Registration: 8:00 a.m. Presentation: 8:30 a.m. – 3:30 p.m.

August 11, 2020

Registration: 8:00 a.m. Presentation: 8:30 a.m. – 11:30 a.m.

August 12, 2020

Presentation: 8:30 a.m. – 4:30 p.m.

This active workshop covers best-practices in early childhood kindergarten readiness and how to implement our new Get Set for School complete Pre-K curriculum. During this full-day center-based workshop, you will experience how to teach hands-on, multisensory play-based lessons. These developmentally appropriate lessons build students' readiness, pre-writing, social-emotional, sensory motor, numbers, math, science, social studies, language, and literacy skills. You will walk away with practical instructional strategies on how to use a variety of child-friendly manipulatives, music,
movement, as well as digital technology to engage all early childhood learners.

 Plan early childhood instruction based on developmental stages for readiness that will foster
important sensory motor and social-emotional skills.
 Use purposeful hands-on, multisensory manipulatives, music, and digital learning to teach
writing readiness, number sense, literacy skills, vocabulary, and scientific thinking.
 Implement daily lessons in the following domains that integrate the following domains:
Language & Literacy, Numbers & Math, Readiness & Writing, Oral Language, Science & Social
 Use purposefully designed materials to help children progress from coloring, tracing their letters
and numbers to writing their names.
 Navigate the Pre-K Interactive Teaching Tool (PreKITT) to plan and facilitate student instruction.
 Incorporate center-based activities that are teacher-led and child play-based using hands-on


August 13, 2020

Registration: 8:00 a.m. Presentation: 8:30 a.m. – 3:30 p.m.

Who Should Attend:
This workshop is appropriate for K-12 classroom teachers, administrators, special educators, school counselors,
school social workers, occupational therapists, SLPs, physical therapists, physical education teachers, health
educators, and paraprofessionals.
Increasing numbers of students across the country lack the skills of self-regulation, impulse control and focus
negatively affecting their behavior, ability to learn and overall well-being. These critical life skills, essential to success
at home, in school and throughout life, can be learned when taught in a developmentally appropriate, engaging way.
Sharing yoga and mindfulness techniques, specifically designed for the time and space crunched classroom, is a
convenient, engaging and effective way to promote these skills while cultivating a positive, peaceful productive
classroom climate.
Through the framework of - Noticing, Mindful Choice, Practice, Reflection, Integration - you will learn how to empower
your students and yourselves with increased self-awareness, the foundation for the development of skills of self-
regulation and cognitive control. You will recognize signs of imbalance, and will have the confidence and skills to
effectively implement 67 yoga and mindfulness-based activities, specially chosen for their suitability for the typical
classroom space and schedule. This means all activities can be done standing beside or sitting at desks, while hands
and bodies remain off the floor, away from dirt, germs and chemicals. Yoga 4 Classrooms is easy for teachers,
students, parents and therapists to use, and helps to create a more harmonious, learning-friendly school day. 
Participants will:
 Understand how stress and trauma affect learning and behavior.  
 Identify the 5 critical steps to integrated self-regulation and its relationship to the science of neuroplasticity.
 Learn over 67 simple, classroom-friendly yoga and mindfulness techniques to support learning readiness and
the development of social and emotional learning competencies and resilience.
 Crosswalk MY-SEL (mindfulness, yoga, social and emotional learning) with a variety of school roles and
standards as well as school and district wide goals and national educational policy.
 Find and navigate the growing evidence base supporting the integration of yoga, mindfulness and meditation at
 Improve classroom management and reduce behavior referrals by recognizing and proactively addressing
group and individual student needs. 
 Become a more effective educator, counselor or therapist while supporting your own well being.
 Access and utilize a variety of tools and resources to support buy-in and funding for sustainable, school wide
Absolutely no yoga experience is required. In fact, participants are encouraged to wear regular, comfortable clothing
and flat-soled shoes to the workshop as we'll be simulating a classroom experience. This accessible, fun and
informative workshop will relax and inspire you.

September 09, 2020

Presentation: 9:00 a.m. – 2:30 p.m.

This course will benefit anyone working with a child using WordPower on any Saltillo AAC solution (e.g., TouchChat® app, TouchChat® Express, NovaChat®, Chat Fusion™). It will provide the opportunity for people on the team to work together to learn and brainstorm ideas to move beyond requesting.


This course will infuse learning into hands-on activities with the AAC system. Topics covered will include: core vocabulary, modeling without expectation, WordPower organization, and software features to support early literacy and classroom participation. Participants will explore and learn how to use Saltillo’s implementation tools and resources to help maximize success. Participants will engage in guided discussion to apply the information to individual children/students. Examples of activities include: modeling while reading a book, creating an “Early Book” page to support literacy, using button capture to create quick materials, and saving pictures and sentences for early writing. Fun will be had by all.


This is not a course on programming, so it is strongly recommended that at least one person on the team have basic programming knowledge (e.g., edit a button, open a vocabulary file). Extra devices will be available to share; however, teams are encouraged to bring the child’s AAC system in order to apply learning during the training.

September 23, 2020

Presentation: 1:00 p.m.

Are you new to special education or the Four Rivers cooperative?  Do you have questions now that your school year has begun?  Are you preparing for your first IEP meeting?  Is Embrace confusing?  Then this training is for you.  Register at www.frsed.org under the Professional Development tab.

November 17, 2020

Presentation: 8:30 a.m. – 3:30 p.m.

Ask any educator, having a student with social-pragmatic difficulties in the classroom can present numerous challenges. This training will teach participants how to reframe their thinking in addressing students with social deficits thereby enabling them to participate more fully in the educational system so as to achieve social and academic success.


The first part of this session will focus on assessing social-pragmatic skills.  According to law, any diagnostic interpretation must provide valid and reliable measures as well as a Functional Performance Statements. This presentation will discuss the following issues as they relate to qualifying these students. 1) Formal testing of social-pragmatics frequently fails to reveal pragmatic abnormalities. 2) Understanding how the terms Reliable and Valid relate to test Sensitivity and Specificity. 3) Test environments free of distraction – a setting that is perfect for many students with AS/HFA to perform at their best. 3) Cognitive knowledge is not Functional Use of pragmatic skills. Ultimately, the goal is to help districts avoid litigation.


The second part of this session will discuss intervention techniques designed to enhance social pragmatic  communication. Students with these deficits are often unaware of their own limitations and many professionals have struggled in their attempts at helping them. It will provide participants a variety of intervention techniques that truly

address social-pragmatic deficits.

November 18, 2020

Presentation: 8:30 a.m. – 3:30 p.m.

The incidence of individuals diagnosed with autism spectrum disorders, of which Asperger syndrome is a component, are increasing at an alarming rate. The U. S. Centers for Disease Control reported that autism affects 1in every 110 American children, a 78% increase from 2002 to 2008 and over 600% increase in just the past 20 years (U. S. Centers for Disease Control, 2009). These figures have now been adjusted with 1 in every 88 being diagnosed (U. S. Centers for Disease Control, 2012). These students are now entering the school system. The number of children ages 6 through 21 diagnosed with autism receiving services under IDEA has increased more than 500 percent in just 10 years, from under 20,000 in 1993 to almost 120,000 in 2002, according to data collected for the Department of Education (U. S. Government Accountability Office, 2005). 

Educators are frequently being asked to treat students with Asperger syndrome/HFA yet few of these professionals are adequately prepared for this unique population. Reading comprehension and written expression are two classic areas that often frustrate the student, teacher, therapist and parent in the academic environment.

Excellent fluent reading is often present but is hampered by significantly reduced comprehension skills. Fictional material is often avoided due to the inherent difficulties of characterization, perspective taking, and the reading of emotions and intents – all concepts associated with a faulty Theory of Mind.

Written expression requires the ability to plan, draft, self-monitor, and

revise text, skills that are often deficient in Asperger syndrome/HFA.

Typically students with Asperger syndrome/HFA will produce writing

samples that are brief, less complex, and unfocused. Poor legibility is almost a given.

This session will discuss why traditional techniques designed to address reading comprehension fall short when the student has Asperger syndrome/HFA. It will focus on how the concepts of Theory of Mind and Central Coherence can be employed to more fully appreciate their unique needs. By including these concepts together with visual strategies into intervention more positive outcomes can be seen in reading comprehension

It will also address the inherent difficulty these students have when using written output as a means of assessing academic comprehension. Is the pencil necessary to achieve the process of written expression? Absolutely not! For many students with Asperger syndrome/HFA, writing is not an easy task. The ability to collect thoughts and put them into a well organized format often is a daunting task that overwhelms even the most sincere student. Their tendency for excessive detail and tangential thinking are a function of weak central coherence. The result is typically extreme frustration manifested in a variety of non-compliant behaviors. Homework becomes a battle between the student and the parent and when the work is finally completed, the product is typically anything but stellar. Techniques designed to learn how to remove the pencil from the process and enhance organization will be stressed.

Participants will learn a variety of strategies to address the 3 Rs of Asperger syndrome thereby increasing both reading comprehension and written output as well as reducing rage.

December 07, 2020

Presentation: 8:30 a.m. – 3:30 p.m.

TRUBY PAYNE WORKSHOP--Boys account for 85% of the discipline problems in schools. They also constitute the largest populations in special education, Title I, and those who have reading and writing problems. Boys are the ones who have committed the violent acts in America’s schools, and they are the most likely to drop out of school. This workshop focuses on the “why” behind male behavior in schools and what schools can do to begin making school more “boy friendly.” Issues that affect boys who come from poverty, as well as middle class, will be explored in this session.

January 27, 2021

Presentation: 8:30 a.m. – 3:30 p.m.

SLPs Registration Only

This presentation will discuss assessment and intervention strategies for children with severe speech sound disorders, focusing on linguistically based analysis, target selection, and intervention methods. Practical strategies for implementing assessment and subsequent treatment based on the research of Gierut and colleagues will be reviewed.
Mrs. Farnham has implemented this phonologic selection process in a public school setting, with significant student success in a relatively short time. Key components of effective therapy for severe speech sound disorders will be the primary focus of the session.

Teresa Farnham has more than 40 years of experience working with children and adults with communication disorders as a speech-language pathologist, speech pathology supervisor, and assistive technology consultant. She has experience in both the private sector and public education, and currently is sole proprietor of Clarity for Communication
LLC, a speech-language pathology private practice. Teresa has served as ASHA SEAL from Ohio, and as President, SLP-at-Large and Conference Chair for the Ohio School Speech Pathology and Educational Audiology Coalition (OSSPEAC). She has given numerous presentations at the regional and state level on assistive technology, language and
literacy, and best practices in speech-language pathology. She has also presented at ASHA, and the Assistive Technology Industry Association national conference.

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