Dignity for All Students Act
DASA Training Program
This course is designed to support district and BOCES employees in need of annual training related to the Dignity Act. It covers all required aspects of the training, and includes a number of informative resources. The course also includes guidance on how to respond to incidents of bullying and harassment. The course is not a replacement for state-mandated DASA Coordinator training, nor does it meet the requirements for state licensing and certification.
Building Level Emergency Response Team Member Training Program
This course is NYSIR’s newest offering. Designed to help meet the new requirements for annual training, it provides strategic and precise responses for different emergencies. It also includes a review of Section 155.17 of the Regulations of the Commissioner of Education Concerning School Safety Plans; emergency response team plans; training for handling emergencies, and a list of resources. When the emergency regulations added by the Board of Regents at their June Meeting become permanent, the course will be updated to reflect the final changes.
Head Injury Prevention Program (HIPP)
NYSIR’s HIPP is an evolving educational program. Phase 1 (Foundation Training) of this program is complete and generated three video training modules. These modules are summarized below. Each contains a short quiz which must be completed to receive credit for module completion.
Module 1: Overview of the NYSIR HIPP and Concussion Team Members
This course provides an overview of the major components in NYSIR’s HIPP including baseline and post-concussion neurocognitive testing of student athletes at no cost to Subscriber Districts. Included in this is a discussion of the various allegations seen in head injury claims and means to control each of the allegations. It also includes an overview of NYS’s Concussion Law and the various roles and responsibilities of concussion team members play in the prevention and treatment of head injuries.
Module 2: Concussion Awareness, Recognition and Response
This course provides an engaging discussion on concussion awareness, recognition of the various signs and symptoms of concussions and the proper response and treatment for suspected head injuries. The module reinforces the philosophy of “When in Doubt – Sit Them Out”.
Module 3: Case Study – Return to Learn and Play
This course is a real-life case study of the challenges encountered by an Athletic Director whose daughter suffered a concussion playing soccer. It reviews one District’s Return to Learn and Play protocol and offers personal insight in the challenges encountered academically and athletically. While not a comprehensive course on returning to the classroom and play, it illustrates how each situation is different and must be handled individually. Future training in this area will further expand this critical area.
This course is for playground monitors and teachers, teacher aides, volunteers and other paraprofessionals who are responsible for supervising children on playgrounds. This training program provides background information on playground injuries; the essential elements of playground supervision; keys for successful supervision; interacting with students; dealing with discipline and playground emergencies. Proper student supervision on playgrounds reduces the potential for student injury and increases overall playground safety.
Inspection and Maintenance
This course is designed for school district employees who are responsible for playground inspections such as building custodians, building and grounds personnel and building administrators. This training program provides background information on playground injuries; the importance of playground maintenance; common hazards and playground items which should be inspected.
Referral and Evaluation for Special Education
This course is designed to aid individuals in better understanding the referral and evaluation process for students who may need Special Education services. To refer or not to refer, that is always the question. Not all students learn the same way, so it is important to consider all aspects which may impact student performance before reaching the conclusion that the student may have disabilities which require additional educational services. Referral to Special Education (whether through the Individuals with Disabilities Education Act, or Section 504 of the Rehabilitation Act) should be a last step after a series of efforts by the District to rule out non-disability issues that could interfere with student performance, and may be addressed through other services available throughout the district. This course is designed to help you understand the referral process and to provide guidance on who may refer, when to refer, and why referrals are necessary.