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Pro-ACT: Professional Assault Crisis Training

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Registration Closed.
Agency: CESA 5
Agency Contact: Michele Yates-Wickus
Agency Assistant: Julia Jiannacopoulos 608-745-5423 Ext. 5423
Location: CESA 5
Facility: Upstairs Conference Room
Date/Time:
6/16/2010 08:00 AM - 04:30 PM
6/17/2010 08:00 AM - 04:30 PM
6/18/2010 08:00 AM - 12:00 PM
Attachments:

Professional Assault Crisis Training is designed to minimize the risks associated with the emergency response to assaultive behavior, emphasizing the role of supervision of behavior, strongly worded and strictly enforced policies, regular in-service training, and continuous upgrading of skills and knowledge.

The Pro-ACT(sm) program was designed to provide professionals with the opportunity to develop necessary understanding and skills to avoid or reduce the need for restraint. Pro-ACT(sm) principles focus on maintaining the safety and dignity of the client, while keeping staff safe. The ultimate goal is to help clients learn alternative methods for meeting their needs and developing internal self-control.

Development and implementation of an individualized primary plan (intervention or treatment plan) is the most important vehicle for maintaining safety. The need for restraint, then, can be viewed as an indication of a weakness in the primary plan or a failure to implement the plan. When the primary plan breaks down and assaultive incidents occur, restraint may become necessary only as a last resort. Guidelines for restraint include respect for the rights of the client, indicated by matching responses to the level of danger presented by his or her behavior. Staff members may then move from less restrictive to more restrictive interventions as necessary to assure the safety of all.

Training requires 20 hours or 3 full days in order to be fully certified thru Pro-ACT, Inc., CA.

1 Graduate Credit through VITERBO UNIVERSITY is available for an additional $200.

Training costs include: printed manual and workbooks, continental breakfast, lunch and refreshments at breaks.

****Please notify us immediately if you have any special dietary needs or require any special accomodations.

Teacher Standards
WES5The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
WES6The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
WES9The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.
WES10The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner.
Administrator Standards
WAS1The administrator has an understanding of and demonstrates competence in the teacher standards under s. PI 34.02.
WAS2The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community.
WAS3The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth.
WAS4The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment.
WAS6The administrator acts with integrity, fairness, and in an ethical manner.
WAS7The administrator understands, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling.
Pupil Services
WPS1The pupil services professional understands the teacher standards under s. PI 34.02.
WPS2The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support pupil learning, health, safety and development.
WPS3The pupil services professional has the ability to use research, research methods and knowledge about issues and trends to improve practice in schools and classrooms.
WPS4The pupil services professional understands and represents professional ethics and social behaviors appropriate for school and community.
WPS5The pupil services professional understands the organization, development, management and content of collaborative and mutually supportive pupil services programs within educational settings.
WPS6The pupil services professional is able to address comprehensively the wide range of social, emotional, behavioral and physical issues and circumstances which may limit pupils’ abilities to achieve positive learning outcomes through development, implementation and evaluation of system-wide interventions and strategies.
WPS7The pupil services professional interacts successfully with pupils, parents, professional educators, employers, and community support system such as juvenile justice, public health, human services and adult education.
Special Education
Suspension/Expulsion Ratesdiscrepancy between the rate of students with disabilities being suspended or expelled from school more than 10 days
Timely and Accurate Datastate reported data are timely and accurate
Cancellation Refunds for Participants: Registered participants will receive a full refund if they cancel prior to 3 working days before a workshop. Because of our commitment to the trainer and the food vendor, participants who cancel less than 3 working days or do not attend, will be billed the full fee.