At Cross Country Education we are passionate about developing teachers, special education providers and supporting our schools. We are educator-led, student-driven and solutions-oriented. We believe that we can guide our educators and providers throughout their careers by partnering with them and providing coaching, collaboration and development.
Are you part of an educational institution interested in one of our professional development trainings for your team of educators? If so, please fill out a request via our online form by clicking here.
Discuss strategies for collaborating with general education colleagues to effectively and efficiently serve students with disabilities with systems that can be established, developed and implemented before the first day of school, or within the first 30 days, as well as throughout the year.
Learn to differentiate between accommodations and modifications while participating in activities to apply the knowledge acquired.
Learn how to implement effective teaching strategies that will support students with disabilities, as well as students who may be struggling. A focus on Universal Design for Learning will be presented to level the playing field and increase achievement outcomes.
Learn techniques in establishing an effective classroom structure and culture, as well as how to identify the ABCs for common behaviors that are exhibited in the classroom.
Learn strategies that can be implemented to ensure that students with disabilities are graded equitably based on the accommodations that are included in their IEPs.
Administrators and educators are given the legal background regarding response to requests and how to do so accordingly.
Participants are presented with the legal background of 504s and IEPs. Participants will learn the differences between the two.
Administrators are presented with the most frequently made mistakes regarding serving students with disabilities. Topics such as discipline, service provision, placement and IEP components are embedded throughout this training.
Special educators will be engaged in understanding each component of an IEP and how to develop an IEP based on case studies.
Special educators are presented with the components of an Individual Transition Plan and provided with resources to gather information necessary to develop a compliant plan.
Participants will be presented with an overview of services delivered by speech and language therapists in a school setting as well as the criteria in which a student would be eligible for services.
Participants will be presented with an overview of services delivered by occupational therapists in a school setting as well as the criteria in which a student would benefit from services based on educational needs.
Participants will receive an overview of the identification and assessment of English learners. Receive an overview of the ELD standards, including the three modes of communication and the English language proficiency level continuum. Participants will engage in interactive strategies to gain an understanding of the ways in which to meet the linguist needs of students using standards. Receive engaging English learner strategies to implement in the classroom the next day!
Participants will learn how to build a foundation of Backward Design Lesson Planning. They will receive an overview of the Common Core State Standards and dissect the Common Core Anchor State Standards, learn to apply standards to Backward Design Lesson Planning and The Lesson Cycle, and review sample lessons.
Explore the three key shifts of Common Core (CC) for mathematics and learn how these instructional shifts impact learning in the classrooms. Participants will dig into the CC standards and engage in activities that support them in seeing how the expectations have shifted out of instructional priorities. Also, experience classroom tasks aligned to the shifts and expectations of the CC standards.
Participants will learn how to deconstruct performance expectations and will discuss the key shifts in Next Generation Science Standards. Participants will also practice analyzing a task for alignment to the expectations.
Learn how to take an in-depth look at the achievement gap within our schools, and examine how misconceptions of race and culture potentially contribute to that achievement gap. In addition, learn to identify strategies for building student rapport that address this need.
In this workshop, participants will focus on using technology to forward student content learning and connections to the real world. We will examine strategies for incorporating technology into the classroom. Participants will have the opportunity to practice strategies by exploring a variety of online tools and applications.
Participants will explore a crosswalk of Common Core Standards that exemplify the shared responsibility of literacy. They will also review how the shared responsibility of literacy is reflected on the SBAC and explore strategies for improving reading and writing within their discipline.
Participants will explore the habits of mind that digital literacy is connected to and align those to CCSS expectations. They will also engage in research about digital literacy, compare print text versus digital text to identify the appropriate instructional strategies to have students gain better access and explore resources to support this shift.
Research how to engage students in math discourse by exploring mental math concepts and their purpose. Participate in interactive strategies to gain understanding of the various ways to teach mental math. Review key components for implementing mental math strategies into any classroom. Collaborate with peers and plan lessons so students can develop more accurate, efficient and flexible mental math strategies.
Participants will dive into instructional strategies that will support ALL learners in accessing the key concepts of Algebra. The session will begin with exploring the cultural and social-emotional factors that need to be considered when designing learning experiences, then delve into the “Five Deadly Sins of Algebra: the Make or Break Concepts.” This workshop will also provide educators with the opportunity to apply strategies presented through collaboration and role play.
Participants will define anaphylaxis and recognize the signs and symptoms, demonstrate the use of an epinephrine auto-injector and identify emergency follow-up and documentation procedures. Training is documented for purpose of Stock Epinephrine Requirements for California Schools.
Participants will review signs, symptoms and treatments, and discuss school personnel role. Training does not provide certification or delegation of treatment or medication administration.
Participants will review signs, symptoms and treatments, and discuss school personnel role. This training does not provide certification or delegation of treatment or medication administration.
Participants will learn best practices for the administration of the WJIV (Woodcock Johnson IV) as evidenced by participating in hands-on practice in administration.
Receive an overview of the roles and responsibilities of an instructional aide. Participants will engage in interactive strategies to redirect student behavior and begin to build classroom management techniques. Additionally, they will research how small group instruction increases student learning while exploring different scenarios an Instructional Aide may encounter. Lastly, participants will review a lesson plan, identify how to interpret it, and learn how to differentiate their instruction to accommodate all learners.
For more information and additional resources, please email us at firstname.lastname@example.org or call us at 818.737.2113