Developing IGC:
Increasing Academic Engagement Through Behavior Management for ESE students
October 5, 2024 | 8:00 AM – 3:30 PM EDT
**REGISTER BY OCTOBER 3, 2024**
Training Designed For K-12 Educators
TOTAL IN-SERVICE POINTS = 6.5 ESE points
Printable Training Description (pdf)
Questions? Please contact us at support@connectedclass.com.
Description:
Do you struggle to keep your ESE students on-task during instructional activities? Do you wish there was a way to get them more engaged with your lessons? There is! During this session, participants will discover how to create an interdependent group contingency (IGC) plan to increase on-task behavior. IGCs can be used with the whole class yet tailored to support ESE student needs.
Learning Intentions:
- Describe the core components of interdependent group contingencies.
- Explore how components of interdependent group contingencies align with evidence-based practices.
- Apply steps for the development and implementation of an interdependent group contingency.
- Describe methods to support ESE students using an interdependent group contingency with Tier 2 intensified supports.
- Create opportunities for student involvement in developing the interdependent group contingency.
Benefits:
- Eligible teachers may receive $25.00 an hour for attendance plus in-service points.
- Additional certification points, including ESE points, can be earned through a follow-up assignment.
- Ongoing support for implementation through ConnectedClass.com is available for site-licensed schools.
Who should attend?
- Any teacher who wants to improve their classroom behavior management practices
- Any teacher who wants to increase student on-task and engagement during instructional activities
- Any administrator who wants a school full of teachers equipped to increase student engagement
About the Trainer:
Nancy Welsh-Young earned her Ph.D. in Curriculum & Instruction with a focus on Special Education and also earned graduate certificates in Transition and in Educational Statistics and Research Methods from the University of Arkansas, where she was also a Doctoral Academy Fellow. Dr. Young also has degrees as an Educational Specialist in School Leadership and Special Education Administration, a master’s in special education, and a bachelor’s in early childhood education. Nancy has taught multiple undergraduate and graduate courses in special education. Nancy focuses her research on improving postsecondary transition success by addressing the research-to-practice gap at the intersection of adolescent mental health and education disability at the secondary level by creating more inclusive classrooms, interagency collaboration, and student and family self-determination skills.