Classes

The Special Education Support Center (SESC) offers professional learning courses to schools, districts, community groups, advocacy organizations, and individuals upon request.  Standard course offerings are delivered by SESC Cadre trainers through instructive and interactive means allowing for participant understanding of topic elements.  Customized workshops tailored to the unique needs/circumstances of the requesting group can also be provided on a limited basis.

SESC professional learning courses are available throughout the year and are typically six hours each, with the exception of – Meaningful Learning and WA-AIM; Bridging the Gap – which is a three hour course.  Professional learning courses are offered to groups with a minimum of 15 and maximum of 50 participants.  For more information,  click the Request a Training button to the right, or contact Molly Baasch for more information.

The current catalog includes:

Students with Autism in Your Classroom

This six hour professional learning course offers an in-depth look at autism characteristics in areas such as social reciprocity, shared attention, and perspective taking.  Course attendees will learn how these deficits translate into academic, social, motor, communication and adaptive difficulties in schools and communities.  This course provides an overview of the various behavioral, developmental and structured teaching approaches as well as a variety of effective classroom strategies to use in serving students with autism.

Participants will:

  •  Understand the definition and characteristics of Autism.
  • Learn successful strategies and interventions for use when serving students with Autism in the classroom.
  • Obtain current and reliable resources focused on meeting the needs of students with Autism.

Intended audience: Practitioners and others providing services to students with Autism.

Behavior Interventions in Your School

This interactive six hour professional learning course provides participants with a broad understanding of the function behind student behavior.  Attendees will have the opportunity to write appropriate individual behavior IEP goals as well as learn the steps for conducting a Functional Behavioral Assessment (FBA) and designing a Behavior Intervention Plan (BIP) based on FBA results.

Participants will:

  • Understand the difference between discipline and changing behavior.
  • Complete a Functional Behavioral Assessment (FBA) interview.
  • Develop a positive Behavior Intervention Plan (BIP).
  • Evaluate the effectiveness of the BIP by collecting student data.

Intended Audience:  Stakeholders working to shape student behavior(s) (School Administrators, teachers, para-educators, ESA personnel, parents, community members).

Effective Instruction

Why do research based strategies work?  What makes an instructional strategy effective? During this six hour professional learning course participants look at brain research to answer these questions.  Participants will align classroom  instructional strategies with what science has taught us about how the brain works.

Participants will:

  • Connect concepts of brain research to instruction.
  • Determine the effectiveness of an instructional strategy based on how it affects the areas of the brain.
  • Target effective instructional strategies tailored to meet individual student strengths and learning challenges.

Intended Audience: Practitioners and others serving students with/without disabilities.

Common Core Instruction and Special Education

This fast-paced, interactive six hour professional learning course allows participants to examine the intersection of  Special Education,  Washington State Standards (formerly known as Common Core State Standards) and District Curriculum for practical  use in designing individual student learning goals.  Attendees will have the opportunity to unpack the standards in order to develop IEP goals where appropriate.

Participants will:

  • Develop confidence in their ability to develop IEP’s that meet the needs of students, and where appropriate align with the Washington State Standards.
  • Understand the Washington State Standards and the connection to academic programs designed for individual special education students.
  • Identify evidenced based supports necessary to enable the individual student to move toward achieving the standards.
  • Have the resources necessary to collaborate with their colleagues in developing appropriate instructional and assessment strategies to support students with disabilities placed in the general education classroom.

Intended Audience: Practitioners and others responsible for developing/providing academic IEP services.

Developing Non-Transition IEPs

Designed for anyone wishing to understand the IEP process, this six hour professional learning course teaches participants the process required for developing meaningful, collaborative and compliant IEPs to elementary and middle school aged students with disabilities.

Participants will:

  • Understand the Rules and Regulations of IEP development through examining the Washington Administrative Code (WAC) 392-172A.
  • Understand the intent of the IEP process to build meaningful, individualized and collaborative programs for eligible students.
  • Understand all elements of IEP development.

Intended Audience: Stakeholders involved in developing Individual Education Plans for elementary/middle school aged students qualified for special education.

Developing Transition IEPs

With post-secondary success in mind, this six hour professional learning course provides participants the knowledge they need to develop meaningful, collaborative and compliant Transition IEPs aimed at assisting the qualifying student with disabilities in achieving successful educational/employment/independent living skills beyond high school.

Participants will:

  • Understand the Rules and Regulations for Transition IEP development through examination of the Washington Administrative Code (WAC) 392-172A.
  • Identify appropriate career/vocational assessments to determine employment/educational/independent living IEP goals.
  • Understand the components of transition planning and how they drive the Transition IEP process.
  • Understand the intent of the process in order to develop meaningful, individualized and collaborative Transition IEPs.

Intended Audience:  Stakeholders interested/involved in developing Transition IEPs for secondary students eligible for special education.

Section 504

This six hour professional learning course answers questions all educators have about the requirements of Section 504 of the Rehabilitation Act of 1973 as it applies to the public school’s duty to provide a free and appropriate public education (FAPE) to students with disabilities.  The key elements of Section 504 are explored including it’s definition, what this federal law requires in terms of FAPE,  and how it should be implemented.

Participants will:

  • Review the Federal statue of Section 504 of the Rehabilitation Act of 1973.
  • Understand the role Section 504 has in ensuring FAPE.
  • Discuss what constitutes discrimination under 504 regulations.
  • Understand the process for determining/developing a 504 plan for eligible students.
  • Understand the roles and responsibilities of providing student accommodations.
Intended Audience:  All educators/school staff/parents interested/involved in developing appropriate 504 Accommodation Plans to ensure FAPE for eligible students.

Special Education Law

Understanding the Federal and State laws for providing special education programs in our public schools is imperative to ensure the compliant delivery of services to qualified students.  This popular and intensive six hour professional learning course is designed to provide an overview of the rules and regulations required for providing special education services.  Based on WAC 392-172A and specific court cases, this course provides the tools stakeholders need to provide compliant services to students eligible for special education.

Participants will:

  • Understand the definition of Free Appropriate Public Education (FAPE) as it applies to students eligible for special education.
  • Walk through the IEP process – from referral through IEP development and implementation.
  • Understand the law as it applies to least restrictive environment (LRE).
  • Know the importance of parent and student participation in all program decisions.
  • Understand procedural due process.
Intended Audience:  School Administrators, teachers, para-educators, ESA personnel, parents, guardians, students, community members.

Universal Design in Your School

Want to know the secret to reaching every student in your classroom?  Then Universal Design for Learning (UDL) is the six hour professional learning course for you!  Attendees learn how to reach and teach all students by setting appropriate student learning goals, choosing and developing effective instructional strategies and materials, and developing accurate and equitable ways to assess student progress.  Laptop computers are required when attending this course.

Participants will:

  • Understand the research which supports the use of Universal Design for Learning (UDL).
  • Recognize the elements of UDL and its principles.
  • Understand how UDL design transitions into student learning.
  • Create classroom lessons using UDL principles.
  • Examine UDL resources on their personal laptop computers.

Intended Audience:  Anyone interested in learning more about UDL.  Laptop computers are required when attending this course.

Meaningful Learning and the WA-AIM: Bridging the Gap

Meeting the requirements of the WA-AIM while still keeping things meaningful for our students with multiple disabilities can be a challenge… to say the least! Our students with multiple disabilities require unique teaching strategies and tools in order to best learn. Participants of this three hour professional learning course will discover some creative strategies for improving the lives of our students who are the most impacted while fulfilling the requirements of the WA-AIM alternate assessment.

Participants will:

  • Understand the elements of the WA-AIM alternative assessment.
  • Develop meaningful tools and strategies to use in assessing individual students with significant disabilities.

Intended Audience:  Educators/para-educators working with students with the most significant of disabilities. These students will be taking the WA-AIM as their state assessment.

 

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