PREPaRE School Crisis Prevention and Preparedness Training: May 5th, 8:00 am to 4:00 pm

Location: MCOE,  Community Room

Presented by: Dr. Stephen Brock, Ph.D., NCSP, LEP

District level school climate/crisis response teams – current best practices

Workshop One

Crisis Prevention and Preparedness: Comprehensive School Safety Planning, will provide participants with the knowledge and resources needed to establish and sustain comprehensive school safety and crisis prevention and preparedness efforts aligned with current best practices.

Intended Audience: This training is intended for district level school climate/crisis response teams responsible for creating and implementing school crisis response plans.

Crisis Intervention and Recovery Training - 2 Day Training

Presented by: Dr. Stephen Brock, Ph.D., NCSP, LEP

Workshop Two - May 12 and 18, 2017: (May 12: Marin Room; May 18: Community Room: Attendance required on both days)

Crisis Intervention and Recovery: The Roles of School-Based Mental Health Professionals will provide teams with the knowledge necessary to meet the mental health needs of students and staff following a school-associated crisis event.

Intended Audience: This audience is intended for school-based mental health professionals and other school crisis intervention team members responsible for meeting the mental health needs of students and staff following a school-associated crisis event.

SCERTS in Action: May 5, 8:30 am to 3:30 pm

The Marin County SELPA will be hosting the following professional development opportunity: SCERTS in Action:    
     

Presenter: Emily Rubin, MS, CCC-SLP (Co-Author, The SCERTS Model)

Intended Audience: Pre-K through Grade Two

Date: May 12, 2017,  8:30am - 3:30pm at Marin County Office of Education

Course Description: This course is intended for both those who are seeking an introduction to the SCERTS framework as well as those who have previously participated in training but are seeking updated guidelines for implementation. The agenda will begin with a review of the current neuroscience in social emotional development and current educational research on best practice guidelines. This information will be presented in a manner that informs our development of programming tailored to the unique needs of students with learning differences in this domain (e.g., autism and related social emotional learning differences). Next, participants will learn how the SCERTS framework can be used to develop IEP goals that are closely linked to the core challenges and high priority skills of children who are not yet using words, beginning to use words, and who are using conversational language. Finally, the course will conclude with the steps for identifying a child’s developmental stage, determining what is already working in the classroom setting, and identifying next steps for program planning.