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 either three or six hours in length.  Professional learning courses are offered to groups with a minimum of 15 and maximum of 50 participants.  For more information, contact Annie Lamberto.

The current catalog includes:

Accommodations and Modifications: Strategies for the Classroom Teacher (2-3 hours)

This course provides participants with practical strategies to use in the classroom to support all students, including those with disabilities. The course covers a variety of possible accommodations, categorized by presentation, setting, response, and timing/scheduling. Modifications to curriculum will be discussed and examples will be provided. Additionally, a small portion of the course will address how staff can advocate for student accommodations and modifications during an IEP.

Participants will:

  • Understand the difference between an accommodation and a modification
  • Identify appropriate accommodations and modifications for individual students
  • Practice modifying an assignment or assessment

Autism 101: Understanding: Diagnosis, Characteristics, & Classroom Strategies (6 hours)

An introductory course defining autism and characteristics of autism. This presentation also introduces teaching strategies, on an introductory level, that can be implemented in a General Education classroom as well as special education classroom.

Participants will:

  • Find out what we know about autism
  • Present statistics about Autism Spectrum Disorder (ASD)
  • Review the Washington Administrative Code (WAC) definition of autism
  • Review the Diagnosis of autism
  • Know two strategies/Interventions
  • Gain resources for reference

Autism 201- Evidence-Based Practices for Learners on the Autism Spectrum (6 hours)

This course is designed to look at defining and implementing Evidence Based Practices for students with Autism Spectrum Disorder(ASD) across multiple settings. It will include some review of how ASD is defined and diagnosed. The course will cover the following evidence-based practices and strategies: Visual Supports, Antecedent-based Interventions, Discrete Trial Teaching, Prompting, Social stories, and Self-Management

Participants will:

  • Know 3-5 relevant facts about autism
  • See the legal definition of autism-IDEA
  • See the criteria for diagnosing autism-DSM-V
  • List 3 characteristics of autism-DSM-V
  • Identify and understand four Evidence-Based Practices for working with students with autism.
  • Gain access to resources

Behavior Interventions in Your School (TPEP) (6 hr) – 828

This course provides participants with a broad understanding of the what is behind student behavior and takes a look at successful strategies for teaching appropriate replacement behaviors. 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:

  • Learn the difference between discipline and changing behavior
  • See and practice effective strategies for student de-escalation
  • Examine strategies for re-teaching appropriate behaviors
  • Complete a Functional Behavioral Assessment (FBA) interview
  • Develop a positive Behavior Intervention Plan (BIP)
  • Evaluate the effectiveness of the BIP by collecting student data

This training meets the professional and continuing elementary and secondary certificate renewal requirement for TPEP (RCW 28A.410.278).

Classroom Teaming for Student Success (TPEP) (6hr) – 1993

In this course, teacher/para-educator teams learn collaboration strategies to improve student achievement. Topics include:

  • Planning: program and behavior
  • Evidenced-based instructional strategies
  • Data collection and progress monitoring
  • Setting expectations for staff and students

This training meets the professional and continuing elementary and secondary certificate renewal requirement for TPEP (RCW 28A.410.278).

Common Challenges in Special Education (TPEP) (3hr) – 1989

The work of meeting the needs of children with special needs is complex. In this course, designed for new practitioners and the community, participants explore some of the areas of challenge that are encountered regularly. Session topics include:

  • FAPE (Free and Appropriate Public Education)
  • Placement
  • Behavior
  • Transition

This training meets the professional and continuing elementary and secondary certificate renewal requirement for TPEP (RCW 28A.410.278).

Computer Science for Special Populations (6 hours) – 7100

This course is designed to teach computer science and computational thinking using both unplugged and plugged activities targeting our special education population for the purpose of increasing student achievement. The Universal Design for Learning framework will be modeled. The modeled lessons will be designed to cross content areas and participants will be designing a lesson that can be used in their classroom.

This training meets the professional and continuing elementary and secondary certificate renewal requirements for STEM (RCW 28A.410.2212).

Data Collection Strategies (6 hours)

The main purpose of this course is to improve data collection methods in the general and special education settings. This course introduces the steps to data collection process, provides overview of the important concepts on preparing for gathering data, and discusses different strategies of collecting data for various scenarios. This course also includes demonstrations and practice of commonly used data collection methods and allows participants to analyze data into useful information for progress monitoring.

This course addresses TPEP Criterion 6: Using multiple student data elements to modify instruction and improve student learning.

De-Escalation Strategies for Educators (2-3 hours)

Participants learn to recognize signs of a potential behavioral crisis and intervene to prevent further escalation along the escalation/de-escalation cycle.At the end of this course, participants will be able to:

  • Determine individual student behavior triggers
  • Understand and describe the escalation cycle
  • Learn strategies to intervene at each stage of the escalation cycle

Developing Non-Transition IEPs (6hr) – 841

This course teaches participants the process required for developing meaningful, collaborative and compliant IEPs for elementary and middle school aged students eligible for special education services. Participants will:

  • Gain awareness of 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
  • Learn and practice all elements of IEP development

Developing Transition IEPs (6 hr) – 840

With post-secondary success in mind, this 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:

  • Gain awareness of 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
  • Learn and practice the process to develop meaningful, individualized and collaborative transition IEPs

Providing Health Services in Public Schools (3 hours)

Participants in this course will acquire knowledge necessary to help ensure the adequate delivery of health services to children with special healthcare needs. As a result of participating in this course, participants will be able to:

  1. Describe the statutory obligations dictating the provision of school health services.
    • The Individuals With Disabilities Education Act – IDEA
    • Section 504 of the Rehabilitation Act of 1973
    • Health Services that Must be Provided
    • What the Courts Have Said
    • Least Restrictive Environment Considerations
  2. List potential school staff roles and responsibilities involved in the provision of school health services.
    • Certificated Teacher
    • Education Support Professional
    • School Nurse
    • 1:1 Nurse
    • Health Aid/Assistant
    • Bus Driver
  3. Understand the statutory obligations surrounding staff training, nurse delegation, and staff’s right of refusal.
    • Levels of Staff Training: General vs. Intensive
    • Nursing Delegation to Unlicensed Assistive Personnel in Schools
    • Voluntary Intent and a Staff Member’s Right to Refuse an Assigned Health Services Task

High Leverage Practices for Inclusive Classrooms (6 hours)

This course will review High Leverage Practices for inclusive classrooms specific to Social/Emotional/Behavioral and Instructional practices. Participants will learn specific strategies they can use in their classrooms to support all students in the General Education setting. Course is intended for General Education teachers, Special Education teachers, and Education Support Professionals, and Education Staff Associates.

Participants will:

  • Explore High Leverage Practices for Inclusive Classrooms.
  • Discover practical applications of High Leverage Practices.
  • Receive the resource book, High Leverage Practices for Inclusive Practices.

IEP Team Monitoring (TPEP) (3hr) – 1986

Participants learn how to build strong partnerships as members of the IEP team. The course, designed for both staff and parents, introduces participants to partnering in the context of:

  • The IEP process
  • Parental rights and school responsibilities throughout the IEP process
  • The IEP’s role in maximizing student achievement
  • Disciplinary procedure rights and responsibilities

This training meets the professional and continuing elementary and secondary certificate renewal requirement for TPEP (RCW 28A.410.278).

Introduction to IEPs (TPEP) (3hr) – 1987

Participants in this course are introduced to the special education process from referral to transition. Topics include:

  • Brief overview of special education law
  • FAPE (Free and Appropriate Public Education)
  • Placement
  • Qualifying for special education
  • Parental rights and school responsibilities

This training meets the professional and continuing elementary and secondary certificate renewal requirement for TPEP (RCW 28A.410.278).

Section 504 (6 hr) – 831

This 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 its 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
  • Learn the role Section 504 has in ensuring FAPE
  • Discuss what constitutes discrimination under 504 regulations
  • Learn the process for determining/developing a 504 plan for eligible students
  • Learn teacher responsibilities in providing student accommodations

Special Education Effective Instruction (6 hr) – 839

Why do research-based instructional strategies work? What makes an instructional strategy effective? During this course, participants look at brain research to answer these questions. Participants learn to 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

This training meets the professional and continuing elementary and secondary certificate renewal requirement for TPEP (RCW 28A.410.278).

Special Education Law (6 hr) – 834

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 course provides an overview of the rules and regulations required for providing special education services. Based on WAC 392-172A and specific court cases, instruction provides participants with the tools needed to provide compliant services.

Participants will:

  • Gain awareness of 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
  • Gain awareness of the law as it applies to least restrictive environment (LRE)
  • Know the importance of parent and student participation in all program decisions
  • Gain awareness of procedural due process

Special Education Safety (TPEP) (3hr) – 1928

Participants discuss appropriate placement and services and steps to take when injury occurs. In addition, participants review:

  • Discipline changes in General Education
  • Discipline procedures in Special Education
  • Restraint and isolation regulations
  • Court cases involving staff injuries

This training meets the professional and continuing elementary and secondary certificate renewal requirement for TPEP (RCW 28A.410.278).

State Standards Instruction and Special Education (TPEP) (6hr) – 838

This 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/develop learning progressions to create IEP goals where appropriate.

Participants will:

  • Develop confidence in their ability to develop IEPs that meet student needs, and where appropriate, align with Washington State Standards
  • Gain awareness of Washington State Standards and the connection to academic programs designed for individual special education students
  • Identify evidenced-based supports necessary to enable each student to move toward meeting the standards
  • Gather resources needed to collaborate with colleagues to develop appropriate instructional and assessment strategies to support students with disabilities placed in the general education classroom

This training meets the professional and continuing elementary and secondary certificate renewal requirement for TPEP (RCW 28A.410.278).

Team Pre-Crisis De-Escalation (TPEP) (6hr) – 1985

Participants learn to recognize signs of a potential behavioral crisis and remediate before the event. In addition to exploring how their own behavior can contribute to the escalation cycle, participants discover and practice de-escalation techniques that recognize the importance of maintaining student dignity during behavior crises.

At the end of this course, participants will be able to:

  • Determine individual student behavior triggers
  • Understand and describe the escalation cycle
  • Recognize the signs of a potential behavioral crisis and remediate before the event

This training meets the professional and continuing elementary and secondary certificate renewal requirement for TPEP (RCW 28A.410.278).

Trauma-Informed Practices: Strategies to Build Resiliency (6 hours

This course covers how to use trauma-informed and resilience-building practices in a school setting. The impact of trauma can manifest in difficulties focusing, self-regulating, trusting others, and can lead to negative cognitive effects. The trauma-informed school movement aims to train educators to help children self-regulate. Having knowledge about how to build resilience skills in our youth who have experienced trauma is valuable in order to improve their developmental success.

Participants will:

  • Understand the research on Adverse Childhood Experiences (ACEs).
  • Recognize how experiencing childhood trauma can affect how a student learns and interacts with staff and peers.
  • Learn how to incorporate trauma-informed practices in the school setting.

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