SESC 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

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

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

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

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

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Autism Practices for Early Childhood and Preschool Teachers (6 hours) PDN#2274

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If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Behavior Intervention Strategies to Support Students through Inclusive Practices (9 hours)

Learn why and how to include students with significant disabilities, examine research around the benefits of including students with significant disabilities in the general education classroom, and learn implementation strategies for evidenced based inclusive practices. Participants will be given tools and examples and are highly encouraged to bring their general curriculum or general education unit plans, school schedules, and student schedules to plan for current or future students whom they want to or are currently including, though bringing these items are not required. This course is most beneficial for special education teachers, general education teachers, administrators, ESPs (para-educators) and ESAs (counselors, SLPs, OTs).  Participants are highly encouraged to come with their Multi-Disciplinary teams.

Participants will demonstrate understanding of:

  • What is a “significant disability”, inclusion, and the special education laws and services around inclusion.
  • Why inclusive practices benefit students with and without disabilities.
  • How to implement evidence based inclusionary practices.

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Beyond Intrinsic Motivation: Building Reward Systems (6 hours) PDN #2264

This course looks beyond self-motivation and the innate desire to succeed. It examines the difference between rewards and bribes while taking into consideration the need for all student to feel successful. The participants will compare adult and student perspectives to understand the underlying principles that drive motivation. Using positive behavior supports and these perspectives, the participant will obtain ideas and resources to effectively create, track, and facilitate a reward system within a variety of academic settings to include distance learning.

The learner will:

  • Identify different motivations and the importance of how moving beyond intrinsic motivation can be rewarding.
  • Understand the component of PBIS and identify the Tier prevention
  • Compare student/adult perspectives
  • Understand the definition of a reward and the difference between a reward and a bribe
  • Recognize the use of rewards
  • Utilize the building components to create a mock reward system to include rewards during distance learning

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Co-teaching Strategies for Inclusion (6 hours)

This course focuses on implementation of co-teaching as a component of high leverage inclusionary practices. Participants will learn and develop high quality co-teaching practices from foundational aspects through implementation, including an understanding of how the six models of co-teaching and Universal Design for Learning can benefit students and educators alike. Co-teachers are highly encouraged to attend together.

Course Objectives:

  • Understand the necessary components of co-teaching and the interplay of co-teaching and inclusion.
  • Gain awareness of the roles and responsibilities of co-teaching partners.
  • Understand the interaction of Universal design for learning and Co-Teaching.
  • Explore the six models of co-teaching.

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Computer Science for Special Populations (6 hours) – STEM

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.

Modeled lessons will be designed to cross content areas and participants will be designing a lesson that can be used in their classroom.

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Data-Based Individualization for Inclusive Classrooms (6 hours)

Participants in this course will have the opportunity to collaboratively use data to determine instructional decisions for students as well as develop and implement an academic/behavioral data collection system.  The focus will be shifted to a more holistic approach for assessment and data collection using high leverage practices.  Participants will also learn about how to use a strengths-based mindset as part of equity and inclusionary practices.  Participants will use technology to streamline data collection and create efficient practices.  Participants will need to bring a laptop or Chromebook to this session.

Course Objectives:

  • Understand the importance of formative assessments/progress monitoring and the collection of data to improve student learning (behavioral and academic)
  • Determine the specific student need so that the correct type of data can be collected.
  • Select appropriate methods for monitoring progress both academic and behavioral
  • Establish an efficient and organized classroom data collection system
  • Understand how to analyze collected data and make educational decisions based on your data

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

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

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Explicit Instruction in the Inclusive Classroom (6 hours)

This class is designed to empower educators through the use of explicit instruction – a systematic, direct, engaging, and success oriented approach that has been shown to promote achievement for all students. Explicit instruction is a way to deliver direct, structured instruction to students—from kindergartners to high-schoolers. It is a well-researched, highly effective instructional strategy. In this course participants will be introduced to the 16 elements of Explicit Instruction. Participants will learn how to design different types of lessons using Explicit Instruction and different strategies for delivering instruction. Participants will be able to apply their knowledge and understanding of the elements in designing a lesson plan that maximizes student engagement and learning. 

By the end of the course, participants will:

  • Learn the 16 Elements of Explicit Instruction.
  • Be able to identify the components of building a lesson.
  • Identify different types of active participation.
  • Build a lesson using elements of explicit instruction.

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Foundations for Equitable, Inclusive Education (6 hours)

This course focuses on the intersectionality of special education and equity in schools. Examining beliefs and bias is necessary for system-wide change for overcoming barriers to educational access, participation, learning processes and outcomes, and to ensure that all learners are valued and engaged equally.

Course Objectives:

  • Know about the historical context of educational segregation for marginalized students and how it presents in schools today
  • Understand why inclusive practices create a more equitable learning environment
  • Examine how bias, identity and mindset impact successful, equitable inclusion

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Health Services in Public Schools (3 hours)

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If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

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.

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

IEP Transition for Secondary Schools (6 hours)

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

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

IEP-Non Transition for Elementary/Middle Schools (6 hours) 

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

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Intelligent Lives: An Inclusionary Practices Journey (6 hours)

The documentary film, INTELLIGENT LIVES stars three pioneering young American adults with intellectual disabilities –Micah, Naieer, and Naomie –who challenge perceptions of intelligence as they navigate high school, college, and the workforce, “People with intellectual disabilities are the most segregated of all Americans,” filmmaker Dan Habib says.  “Only 17 percent of students with intellectual disabilities are included in regular education. Just 40 percent will graduate from high school. And of the 6.5 million Americans with intellectual disability, barely 15 percent are employed.”

During this course, participants will watch the documentary in segments, participate in discussions and reflections, and explore connections to educational practices that support the inclusion of students with intellectual disabilities.

Course Objectives:

  • Understand the history and context of exclusionary education for people with intellectual disabilities
  • Reflect on your understandings and beliefs about intellect and how it is viewed/used in education
  • Explore educational practices that support the inclusion of students with intellectual disabilities

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Section 504 (6 hours)

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

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Social Emotional Learning via Distance/Remote Instruction – Pre-K-3 (2 hours)

This two-hour course will cover how to provide social and emotional instruction and behavior supports via remote/distance learning.

Specifically, the course will cover SEL using planning, communication, curriculum supports and resources, rewards and consequences, and feedback. Course examples and resources will cover grades PreK-3.

Participants will:

  • Identify two strategies to support SEL through distance/remote learning
  • Identify two resources to support SEL through distance/remote learning

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Social Emotional Learning via Distance/Remote Instruction – grades 4-8 (2 hours)

This two-hour course will cover how to provide social and emotional instruction and behavior supports via remote/distance learning.

Specifically, the course will cover SEL using planning, communication, curriculum supports and resources, rewards and consequences, and feedback. Course examples and resources will cover grades 4-8.

Participants will:

  • Identify two strategies to support SEL through distance/remote learning
  • Identify two resources to support SEL through distance/remote learning

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Social Emotional Learning via Distance/Remote Instruction – grades 9-12 (2 hours)

This two-hour course will cover how to provide social and emotional instruction and behavior supports via remote/distance learning.

Specifically, the course will cover SEL using planning, communication, curriculum supports and resources, rewards and consequences, and feedback. Course examples and resources will cover grades 9-12.

Participants will:

  • Identify two strategies to support SEL through distance/remote learning
  • Identify two resources to support SEL through distance/remote learning

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Special Education Data Collection Strategies In-Depth (6 hours)

Participants explore data collection methods for use in school settings and learn to evaluate what approaches are appropriate for both individual and student groups. 

Participants will engage in hands-on practice using data to:

  • Develop current student present level statements,
  • Design measurable goals, and
  • Translate data into usable information for progress monitoring.

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Special Education Effective Instruction (6 hours)

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.

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Special Education Law (6 hours)

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.
    • the law as it applies to least restrictive environment (LRE).
    • procedural due process.
  • Walk through the IEP process – from referral through IEP development and implementation.
  • Know the importance of parent and student participation in all program decisions.

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Special Education Safety (3 hours)

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.

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Specially Designed Instruction (SDI) in Inclusive Classrooms (6 hours)

Participants will learn the history of special education as it relates to specially designed instruction for students with disabilities. Attendees will learn what specially designed instruction is, and how our current IEP process supports collaborative opportunities for implementing SDI.  Participants will have the opportunity to work with curriculum materials to outline SDI opportunities in an inclusive classroom.

This course is intended for special education teachers, general education teachers, administrators and paraeducators working with students with disabilities attending general education inclusive classrooms.

Course Objectives:

  • Gain knowledge of the historical and legal background that led us to Specially Designed Instruction.
  • Gain specifics on what SDI is, who provides SDI, and how to ensure students are receiving SDI.
  • Examine a variety of models for delivering SDI in inclusive classrooms.
  • Gain a deeper understanding of the collaboration process and how it improves the success of students who require SDI in an inclusive setting.

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

State Standards Instruction and Special Education (6 hours)

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.

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Successful Inclusion of Students with Significant Disabilities (6 hours)

Participants will learn why and how to include students with significant disabilities. Participants will examine research around the benefits of including students with significant disabilities in the general education classroom and learn implementation strategies for evidenced based inclusive practices. Participants will be given tools and examples and are highly encouraged to bring their general curriculum or general education unit plans, school schedules, and student schedules to plan for current or future students whom they want to or are currently including, though bringing these items are not required. This course is most beneficial for special education teachers, general education teachers, administrators, ESPs (paraeducators) and ESAs (counselors, SLPs, OTs). Participants are highly encouraged to come with their Multi-Disciplinary teams, if possible.

Participants will demonstrate understanding of:

  • What is a “significant disability”, inclusion, and the special education laws and services around inclusion.
  • Why inclusive practices benefit students with and without disabilities.
  • How to implement evidence based inclusionary practices. Participants will analyze tools and resources and engage in implementation of these into their practice.

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Universal Design for Learning (UDL) (6 hours)

Participants will learn about Universal Design for Learning, a framework for inclusive education that aims to reduce barriers to learning and optimize each individual student’s opportunity to learn in the general education setting.  The course will be organized into 4 core areas:  equity and inclusionary practices, UDL Principles, overcoming barriers to implementation, and practical tips for implementing UDL principles in the classroom.

Course Objectives:

  • Participants will review the history of the educational system in the United States as a framework for understanding current practices in education. This will establish why UDL principles are an equitable instructional approach to supporting all students’ learning in general education settings.
  • Participants will explore the foundational principles of UDL and resources for developing a plan to begin incorporating UDL principles in their lesson planning.
  • Participants will learn how to proactively identify and eliminate barriers that restrict access to meaningful education, thereby increasing achievement for all students.
  • Participants will experience a UDL designed lesson plan and will receive tips for getting started with UDL.

If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.

Writing IEPs – The Consistency Index and Best Practices

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If you'd like to schedule this training for your school, district, or UniServ Council, contact Annie Lamberto.