Professional Development Past Events
EDSE 530: Family/Professional Partnership in Higher Education
The EDSE 530 is a required course for students seeking license and/or M.A. degree in Early Childhood Special Education. The course promotes in-depth reflection on collaboration with families of young children using a case method of instruction. The Bresnahan-Halstead Center supported hiring a co-instructor for the course, Mr. James Brennan, a parent of a child with a disability. One of the best ways for professionals to develop effective familyprofessional partnership skills is during pre-service training. With the perspective of Mr. Brenanan, this course provides students in the course with the family voice.
Cloud-based Transition Portfolio: Implementation of a 21st Century Cloud-based Transition Portfolio using Smartphone and Mobile Electronic Technology
The Weld RE-4 School District has partnered with High Ground Consulting Group Inc. to develop a unique method of maintaining transition-related records and materials in a highly mobile and sharable format using Spyderlink Snaptag technology. The Bresnahan-Halstead Center provided financial support to provide professional development and training to Windsor High School students, parents, and staff on the utilization of a cloud based electronic transition portfolio which will enhance those individuals’ skills and knowledge related to an evidencebased self-determination practice. This method allows students and their families to manage their critical information, including medical information, securely in the cloud where it is safe from loss, theft, fire, flood, or general accident. This product and process could speed up the process of sharing critical documents exponentially while also empowering youth with disabilities to manage the flow of information electronically.
2014 Bresnahan-Halstead Symposium: Instructional Excellence for Improving Learner Outcomes
The 2014 Bresnahan-Halstead Symposium offered participants the opportunity to hear and interact with leading experts in the field. Don Deshler, Stevan Kukic, Michael Epstein, Harvey Rude, and John Luckner shared strategies that blend good practice with cutting edge research and leads to “Instructional Excellence for Learner Outcomes.” The week-long session included such topics as instructional coaching, engaging families, and designing instruction using the MTSS framework. Not only were participants able to actively engage in discussions with the presenters in this intimate setting, but also, as a result of these discussions and on-site activities, attendees left with action plans they developed in which the innovative strategies presented could be implemented to produce the outcomes that provide success for individuals with disabilities.
- Click here to view Don Deshler’s presentation
- Click here to view Stevan Kukic’s presentation
- Click here to view Katharine Shepherd’s presentation
2014 Special Education Directors’ Academy: Leadership Performance, Management and Results
The Bresnahan-Halstead Center, together with the Colorado Department of Education, hosted the 2014 Special Education Directors’ Academy. Jean Crockett, University of Florida, shared leadership strategies for performance management and results with a group of approximately 40 directors of special education programs in Colorado BOCES and school districts. Attendees also heard from a panel of building principals as they described their experiences in working to promote the success of all students in the classroom. Formal and informal group discussions and reflection provided direction for attendees as they prepared for the upcoming academic year.
- Click here to view Jean Crockett’s presentation
- Click here to view Harvey Rude’s presentation
2014 Early Childhood Summit: Language, Early literacy and Family Engagement
Carol Trivett, Orelena Hawks Puckett Institute, North Carolina, interacted with attendees as she provided insight and strategies for innovative and promising approaches to working with all children, birth through 5 years of age, in all professional roles. She addressed support of individual needs of each infant, toddler, and preschooler while emphasizing collaboration among early childhood stakeholders and families. Along with Dr. Trivett, a panel of stakeholders presented their perspectives on stimulating and sustaining an intellectual community of learners to effectively implement strategies for working with the early childhood population. Participants attended as individuals, as a member of their professional team (early childhood teacher, early intervention provider, early childhood special education provider, early childhood administrator, special education administrator), and/or a family member and worked collaboratively each afternoon to develop an action plan they could immediately implement in their respective roles.