Blanche Podhajski, Ph.D. is the founder and President of the Stern Center for Language and Learning in Williston and White River Junction, Vermont. She is also an Associate Clinical Professor of Neurology at the University of Vermont College of Medicine.

The first article in our series on blended professional development (PD) provided an overview, drawing on the exciting resources and information available at PowerUp What Works(opens in a new window). Taking the next step, here you will learn about ways to access the needs of your intended audience for blended PD which might include general and special education teachers, school administrators, specialists, and other staff.

A well-designed needs assessment will allow you to identify more specific objectives aligned to the short- and long- term goals of your district or school. What is the source of those goals? Are they aligned with the Common Core Standards, College and Career Readiness Standards, those of your state or local school district?

Clarity about overarching goals helps set the context for determining specific PD objectives in English Language Arts (reading, writing, listening, and speaking), mathematics, science, social studies, history, technology, and/or vocational skills.

Bobbi Barrows began as an AmeriCorps volunteer. Americorps volunteers work to help teach children to read, build houses, and respond to natural disasters. Bobbie was one of only ten national winners from across America to receive the All AmeriCorps Award at a national ceremony from President Clinton on January 15, 2001.

IDEA 2004 mandates that supplemental services and assistive technology (AT) be provided when necessary to students who receive special education services. This article provides suggestions for how supplemental services can contribute beyond the realm of academics by helping to make activities outside the regular school day more inclusive for students with special needs.