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.

Note: there are no Canvas courses being offered this summer.  CLICK HERE to see a list of Zoom classes being offered July-August, 2021.

 

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

Providing Accommodations and Scaffolds (1.5 hours)

How do you support students with IEPs, language learners, and older students with developing literacy skills in a distancelearning environment? Learn strategies for providing accommodations, scaffolds, SIOP features, and elements of explicitinstruction in an asynchronous setting that support all students.

This asynchronous training will begin with a survey and the training will be tailored based on the participants needs.
1. Participants will be introduced and learn about various strategies to support students with multiple examples of accommodations and scaffolds.
2. All supports are designed to help participants with implementation and directed to improve student learning in a remote environment.
3. Participants will be introduced to screencasting, using Google Docs, Ed Puzzle, Google Forms, Google Quizzes, and Flipgrid

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

Early Childhood and Preschoolers with Autism (6 hours)

This class reviews research demonstrating why an inclusive setting is important for preschool age autistic students aswell as provides examples of LREs and how they relate to inclusive settings for preschool age students with autism.Other concepts covered in this class include: strategies to use with autistic students in the inclusive setting, examplesof functional routines and their importance in the early childhood classroom as well as how to write goals so they canbe embedded in the regular activities of the day.

Course Objectives:

  • Share examples of different LREs.
  • Share reasons as to why an inclusive setting for preschool students with autism is important? Share 2+ inclusive models specific to early childhood.
  • Demonstrate knowledge of at least 2 “Tier 1” strategies that should be in the classroom for students with autism. Create at least 2 functional routines for your classroom.
  • Demonstrate how to write and embed a student’s goal so it can fit into the activities in the classroom.

Behavior Intervention Strategies to Support Students through Inclusive Practices (6 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.

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

Building Relationships at a Distance (1.5 hours) 

Student engagement in the traditional and virtual classroom remains a priority for teachers. As they build and maintainvirtual spaces, teachers will use this session to develop or improve on SEL and safe space practices at a distance. With anemphasis on communication, non-verbal gestures, and questions building empathy, participants will work to improve theirEQ within themselves and within their instructional practice. Building relationships and making connections is critical inthese unprecedented times, and by doing so we can increase student engagement in rigorous curricular lessons.

Building Routines for Student Success in a Virtual Space (1.5 hours)

How can physical classroom routines (submitting work and getting help) be transformed for effective use in virtual spaces?This webinar will discuss how to teach students necessary skills to confidently navigate virtual learning communities andalso help students transition to virtual/remote learning that seems familiar to face-to-face instruction.

Computer Science for Special Populations (6 hours)

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.

Creating a Virtual Classroom with Google Slides (1.5 hours)

This course is provided online asynchronously. It is a self-guided course you may access independently and complete at your own pace.

Do you want to find a way to organize yourself AND your students by finding everything in one place? You can create a virtual classroom with Google Slides & Bitmoji that can also be turned into an app for phones and tablets. You will create hyperlinks, use keyboard shortcuts, and learn other tips & tricks on how to use Google Slides features.

Participants will learn:

  •  How to use Google Slides to create a virtual classroom to transfer to students’ phones and tablets.
  • How to use Bitmoji to personalize student learning and increase engagement.

Effective 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.

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

Data Collection for Inclusive Classrooms (20 hours)

The main purpose of this course is to improve data collection methods in the general and special education settings. Thiscourse introduces the steps to the data collection process, provides an overview of preparing for gathering data, anddiscusses different strategies for collecting data in various scenarios. Participants will learn strategies to use technology tostreamline data collection and create efficient practices. This course includes demonstrations and practice opportunitiesusing common data collection methods and allows participants to analyze data into useful information for monitoringstudent progress. Participants will also learn how high leverage practices improve data collection strategies to demonstrateequity and inclusionary practices.

De-Escalation Strategies for Educators (3 hours)

Participants learn to recognize signs of a potential behavioral crisis and remediate before the event. In addition to exploring how their own behavior can effect the escalation cycle, participants discover and practice de-escalation techniques that recognize the importance of maintaining student dignity during behavior crises. Note: The 6 hour version of this course, Team Pre-Crisis De-Escalation (ID #1985) goes into significant depth regarding implicit bias, human rights and dignity and how it impacts the crisis cycle.

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

Differentiating & Team Teaching: Distance Learning Edition (1.5 hours)

Tools like Seesaw, Flipgrid and Google Classroom are beloved by educators across the nation, and can be utilized to serveour students with direct, targeted assignments via enrollment in multiple classes or with the use of Co-Teachers. Entire gradelevels may benefit from a shared space, and special area teachers and support staff can be linked to their students moreeasily. Get some strategies for possibilities of maintaining multiple groups of students in classes and including Co-Teachers –or getting yourself included in pre-existing ones!

Digital Reading Strategies (1.5 hours)

This course is provided online asynchronously. It is a self-guided course you may access independently and complete at your own pace.

Engage students with digital reading strategies. Differentiate and maximize your plan time with edTech like self-grading Readworks! Customize your lessons quickly with digital sorts and graphic organizers through Google Slides, Google Draw, and Padlet.

Participants will:

  • Identify technology tools to engage students in reading activities online
  • Learn online strategies and tools to differentiate reading activities for students

EdTech Pedagogy in Early Childhood (1.5 hours)

This course is provided online asynchronously. It is a self-guided course you may access independently and complete at your own pace.

Our youngest learners are navigating the world online and offline. How can we best accommodate the digital world, keeping our early childhood student’s diverse and unique needs in mind? Using technology to provide learning, but knowing when offline options are best or better; a look at evaluating technology and developing online activities for our students with parent supports.

Participants will:

  • Learn how to balance online and offline activities according to student need and development
  • Explore online strategies to utilize with early childhood learners

 

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.

Facilitating Co-Teaching: Supporting Mentors and Coaches w/inclusive practices (6 hours)

This course is designed for coaches and mentors with a wide range of experience in co-teaching. Participants will explore and apply their knowledge of the models, roles and responsibilities, co-planning, and data collection as related to co-teaching. Coaches and mentors will practice and increase their skills and knowledge of facilitating the development of strong co-teaching teams. Participants will gain a deeper understanding of co-teaching and acquire resources and tools to further support co-teachers. Coaches and mentors will gain knowledge and skills for immediate implementation in their current roles of supporting co- teaching teams.

Participants will:

  • Understand the basic relationship between specially designed instruction (SDI), Washington State Learning Standards (WSLS), Universal Design for Learning (UDL), High Leverage Practices (HLP) and inclusive practices as related to co-teaching.
  • Develop strategies for facilitating the roles and responsibilities of co-teachers.
  • Develop strategies to support co-teachers in co-planning.
  • Improve their knowledge of the basic models of co-teaching.
  • Develop communication and data collection strategies to focus on the goal of increasing student growth and inclusionary opportunities.

Facilitating Quality Practice Virtually (1.5 hours)

Quality practice looks, sounds, and feels different virtually. Let’s practice with tools that teachers and para-educators can use with students. We will learn about best practices for online learning, including instructor presence, learning objectives, real-world applications, clear expectations, engaging students, prompt feedback, and netiquette. The session will focus on two platforms: Seesaw and Google Classroom.

Participants will:

  • Develop a definition of quality online practice and support student learning
  • Internalize quality practices and create a plan for implementation
  • Understand and plan to create a culture of quality edtech use
  • Learn about online tools to use in remote learning environments

Facilitating Student Collaboration in Virtual Spaces (1.5 hours)

This course is provided online asynchronously. It is a self-guided course you may access independently and complete at your own pace.

Facilitating interactive collaboration and active student engagement while teaching virtually is a large yet essential task. Teachers need to assess formatively, and students need to have autonomy and ownership in their learning. Using tools such as Pear Deck, Jamboard, Padlet, and MURAL will allow students to interact with you and the class like they would have with your white board in your physical classroom. There are so many options…but which platform(s) should we use and why?! In this session, participants will compare and contrast various interactive tools, and will consider how and why these can support developmentally appropriate practices, formative assessment, community building, and engagement. This training will provide a springboard to create lasting relationships in virtual spaces.

Participants will:

  • Compare and contrast various interactive tools to support collaboration.
  • Identify strategies that can support developmentally appropriate practices, formative assessment, community building, and engagement.

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

Google Classrooms – Getting Started (1.5 hours)

This course is provided online asynchronously. It is a self-guided course you may access independently and complete at your own pace – designed for participants who are not familiar with the basics of Google Classroom.

 Google Classroom isn’t just a place to post homework; it can help improve your ability to connect with your students, respond to their needs, and challenge them with personalized assignments. Come learn how to set-up your very own Google Classroom and get up and running with remote teaching & learning quickly!

Participants will:

  • Learn how to set up a Google Classroom for students
  • Explore the basic functions of Google Classroom

Maximizing Google Classrooms for Remote Learning (1.5 hours)

So you have a Google Classroom that you use off and on? Now’s the time to take it to the next level. Come learn about how to maximize Google Classroom for remote teaching & learning purposes.

This course is provided online asynchronously. It is a self-guided course you may access independently and complete at your own pace.

Participants will:

  • Explore various parts of Google Classroom
  • Identify Google Classroom tools to support remote instruction

The Provision of 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. 2.) List potential school staff roles and responsibilities involved in the provision of school health services. 3.) Understand the statutory obligations surrounding staff training, nurse delegation, and staff’s right of refusal.

1. The Legal Obligation to Provide Care to Children with Special Healthcare Needs -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. Who Cares For Children with Special Healthcare Needs: Staff Roles and Responsibilities
-Certificated Teacher
-Education Support Professional
-School Nurse
-1:1 Nurse
-Health Aid/Assistant
-Bus Driver

3. Staff Training Requirements, Delegation and Staff’s Right to Refuse
-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 (1.5 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.

High Leverage Practices for Online/Hybrid Learning (6 hours)

The purpose of this course is to provide participants with a greater understanding and ability to utilize High Leverage Practices in their teaching. It is also our hope that each participant truly understands how to be a culturally responsive teacher and be able to develop rich, authentic, relationships with each student.

Participants will:

  • Understand the value of professional collaboration among educational support staff, educators, administrators, parents, and community members to utilize effective communication toward developing and implementing meaningful, inclusive educational
  • Learn strategies to use assessment data to inform, guide, evaluate, and adjust
  • Develop skills to support social-emotional/behavioral student success by establishing a consistent, organized, and respectful learning environment, providing feedback to guide students’ behavior; explicitly teaching appropriate social skills; conducting functional behavior assessments, and developing behavior intervention plans as needed.
  • Familiarize themselves with specific content and equitable pedagogical knowledge to: design, deliver, reflect, and evaluate their instructional bias and effectiveness.

Integrating Math/Science/Engineering for MS and HS (15 hours max)

This course focuses on STEM integration and inclusionary practices for middle school and high school educators to improve student learning in STEM related fields. It will engage and teach participants about science, engineering, math, and inclusionary practices. The participant will then reflect on their current practice, identify areas of growth, and fully incorporate these ideas into an integrated science, engineering, math lesson, project, or unit plan with a focus on Universal Design Learning inclusionary practices.

Course Outcomes:

  • Learn about Next Generation Science Standards (NGSS), Science and Engineering Practices (SEPs), Common Core State Standards for Math (CCSSM), and Universal Design for Learning (UDL)
  • Reflect on current practices with NGSS, SEP, CCSSM, and UDL identifying strengths and areas of growth
  • Design a lesson, project or unit (or improve an existing lesson, project, or unit) that utilizes and fully incorporates all four standards and concepts

Intelligent Lives-An Inclusionary Practice 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

Math at a Distance Best Practices (1.5 hours)

This course is provided online asynchronously. It is a self-guided course you may access independently and complete at your own pace

How can I use common Google and Edtech tools to support collaborative math practice and discussion at a distance? We will explore one example lesson and deeply engage in the design thinking behind the how the Edtech selected supports student engagement, virtual discourse and opportunities for Elaboration and student evaluation.

Participants will:

  • Learn technology tools to support math instruction.
  • Identify strategies to utilize with students to increase engagement in math instruction

Multi-Tiered System of Supports (MTSS): Foundations and Tier I (6 hours)

Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention. The integrated instruction and intervention are delivered to students in varying intensities (multiple tiers) based on student need. “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of all students to achieve and/or exceed proficiency. In this course, the foundations and Tier I of MTSS will be covered.

Learning Objectives:

  • Understand the evolution, concepts, principles, and essential elements of MTSS.
  • Review best practices with respect to Tier 1 of MTSS.
  • Review web-based resources which will support an MTSS system in their schools.

Multi-Tiered System of Supports (MTSS): Tier II (6 hours)

Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention. The integrated instruction and intervention are delivered to students in varying intensities (multiple tiers) based on student need. “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of all students to achieve and/or exceed proficiency. In this course, Tier II of MTSS will be covered, including progress monitoring and data-based decision making.

NOTE: It is highly recommended that participants take the “Multi-Tiered System of Supports (MTSS): Foundations and Tier I” course before taking this course.

Learning Objectives:

  • Learn about best practices with respect to Tier II of MTSS.
  • Learn about progress monitoring and practice data-based decision-making.
  • Review web-based resources which will support an MTSS system in their schools.

Multi-Tiered System of Supports (MTSS): Tier III (6 hours)

Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention. The integrated instruction and intervention are delivered to students in varying intensities (multiple tiers) based on student need. “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of all students to achieve and/or exceed proficiency. In this course, Tier III of MTSS will be covered, including data-based individualization and special education eligibility.

NOTE: It is highly recommended that participants take both “Multi-Tiered System of Supports (MTSS): Foundations and Tier I” and “Multi-Tiered System of Supports (MTSS): Tier II” courses before taking this course.

Learning Objectives: 

  • Review best practices with respect to Tier III of MTSS.
  • Learn about data-based individualization.
  • Review web-based resources which will support an MTSS system in their schools. 
  • Learn about using MTSS to identify students with Specific Learning Disabilities.

Paraeducators and Relationships (3 hours)

In this course, paraprofessionals will identify the stages of the escalation cycle and how it can be impacted by unmet basic needs and trauma. They will analyze the concepts of building a professional relationship with students and colleagues and grasp impacts to professional relationships through application. Lastly, the paraeducator will identify appropriate strategies of conflict resolution, para contribution to school culture, school climate, and collaboration.

Course Objectives:

  • The participants will develop an understanding of the importance of meeting basic needs, identifying stages of the escalation cycle and the impact of trauma.
  • The participants will understand the concepts of building a professional relationship with students and colleagues.
  • The participants will grasp various impacts to professional relationships.
  • The learner will identify ways to address conflict resolution in teams.
  • The participants will learn about school culture, school climate, and collaboration.

Paraeducators and Technology (1 hour)

This course is a part of a series of courses designed for paraeducators. In this course, participants will learn essential elements of technology, such as: email, file sharing, and computing platforms that can be utilized in the educational setting. They will also be advised on technology tips and tricks that can be beneficial.

Course Objectives:

  • The participants will be able to consider the importance of district email.
  • The participants will be able to understand the differences between two common file sharing paradigms.
  • The participants will be able to recognize when and when not to use PDFs.
  • The participants will be able to apply a framework for understand different computing platforms.
  • The participants will be able to acquire tips and tricks they can use.  

Paraeducators in the Classroom (3 hours)

In this course, the paraeducator will develop an understanding of the importance of meeting basic needs, identifying stages of the escalation cycle and the impact of trauma. Participants will address paraeducator responsibilities, analyze the provisions of special education, the paraeducator role in curriculum delivery, and the use of materials and techniques within the classroom environment.

Course Objectives: 

  • The participants will develop an understanding of the importance of meeting basic needs, identifying stages of the escalation cycle and the impact of trauma.
  • The participant will learn about potential responsibilities and resources within the classroom setting regarding skills, accommodations, delivering curriculum, students, and staff.
  • The learner will analyze the provisions of special education and the role of the paraeducator in curriculum delivery.
  • The learner will identify responsibilities to students and staff within education.
  • The participants will learn about various techniques and materials utilized in the classroom.

Phenomena-Centered Science in your (virtual) Classroom (1.5 hours)

This course is provided online asynchronously. It is a self-guided course you may access independently and complete at your own pace.

Centering your K-12 science instruction around phenomena can build student engagement and understanding, even in a virtual or blended classroom environment. We’ll explore key aspects of science instruction, share NGSS-aligned resources for the new school year, and consider strategies (like Driving Question Boards) that support science in your K-12 (possibly virtual) classrooms.

Participants will:

  • Learn how to utilize phenomena-centered activities to engage students in science instruction
  • Explore NGSS-aligned resources and strategies to support science instruction

Planning for Distance Learning (1.5 hours)

Explore some examples of what distance education might “look” like in K-12 classrooms from EdTech experts. During this, AS Online training participants will gain knowledge about how to plan for successful distance learning and walk away with strategies to conduct virtual learning. We will also explore the transition thinking required that best supports student engagement success and student learning

Participants will:

  1. Explore strategies around access and equity in a virtual setting to help with student success and learning.
  2. See samples of weekly planning priorities and start identifying their own priorities to develop successful virtual classrooms.
  3. Have access to and start using weekly planning sheets.
  4. Explore weekly planning examples from practicing educators.
  5. Be introduced to some tools to help with their virtual classrooms and student learning.

Screencasting: Loom, Screencastify, Google Meet (1.5 hours)

Many options to screenrecord are wonderful. This AS Online training will explore the benefits of Loom and other screencasting applications. Participants will learn about options for no downloading, no waiting, no fuss. Make a video with your webcam image or without, manage what content is shared and how, create the video and get a link to share without delay. Learn how to add to Chrome, use, and share. Then give it a go! A Library of Loom examples will be shared with members who are encouraged to make and link a Loom of their own.

Participants will:

  1.  Learn about and Identify terms for screencasting.
  2. Understand the underlying guiding principles of screencasting by level and understand how screencasting can help with student.
  3. Be introduced to different types of screencasting to be used during remote learning.
  4. Practice screencasting and host screencasts

Programming for Specially Designed Instruction in Inclusive Classrooms (6 hours)

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 and 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.

Developing Transition IEPs (Secondary) (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

Developing Non Transition IEPs (Elementary) (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

Seesaw – Intermediate Level (1.5 hours)

This course is provided online asynchronously. It is a self-guided course you may access independently and complete at your own pace.

Take a deeper dive into the many features of Seesaw. Learn how to create your own custom Seesaw Activities. Also discover how Seesaw’s built-in features like folders, skills, and blogs can help streamline the assessment and feedback processes, whether at home or in the classroom. This session is perfect for educators who have attended our beginning Seesaw session or have been using Seesaw and want to learn more.

Participants will:

  • Learn how to create your custom Seesaw activities.
  • Explore Seesaw’s built in features to support student learning

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

Social Emotional Learning in a Virtual Space (1.5 hours)

How can you create meaningful relationships with and between students in a safe virtual space? This webinar seeks to answer this question with *”already tried it” practices. Learn about different strategies, exercises, and activities that put SEL at the forefront in an intentional and transparent way.

Participants will:

  1. Learn strategies for virtual SEL implementation.
  2. Gain nderstanding of the importance of self-awareness and Social Awareness and how it impacts student learning.
  3. Learn strategies about self-management tools to enhance student learning.
  4. Gain tools to help build virtual Relationships with students to promote learning.
  5. Understand responsible decision making tenants to promote student learning.

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

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

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

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.

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.

Special Education for General Education Educators (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), and 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.

Special Education Law for Paraeducators (3 hours)

In this course, participants will review the definition of the paraprofessional and the minimal qualifications needed to perform this job. They will navigate through the beginning of special education law and many components that are utilized by paraeducators to effectively support students and staff in instruction and data collection. Finally, participants will apply knowledge to understand power struggles, escalation cycles, behavior intervention plans (BIP) and how these elements contribute to safety in the work environment.

Participants will:

  • Learn the definition of a paraprofessional and qualifications needed.
  • Learn about the induction of special education law and where it began.
  • Understand the IEP Team, IEP Meeting, Purpose and Expectations, and Document Access in relation to Paraeducators.
  • Understand accommodation, modification, supplemental aids, and data collection.
  • Understand power struggles, escalation and how it cycles, and behavior intervention plans (BIP).
  • Understand the likelihood of harm and the implications of safety.

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.

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.

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.

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.

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.

A Day of Universal Design (3 hours)

This course is provided, in partnership, with Katie Novak, UDL expert, author, and consultant. The course covers Universal Design for Learning topics, such as UDL and COVID – equitable services, the Opportunity Myth, MTSS, and UDL lesson planning.

Objectives:

  • Develop the beliefs, skills, and system for meeting the needs of all learners in inclusive classrooms through the UDL lens.
  • Understand the core components of Universal Design for Learning (UDL) and how they complement differentiated instruction.
  • Learn how to design a UDL lesson!

Universal Design for Learning Series with Katie Novak – Part I (4 hours)

This course is available asynchronously via Canvas. You may complete the course on your own, independently, at your own pace.

It is provided, in partnership, with Katie Novak, UDL expert, author, and consultant. The series is split into 2 courses (Part I and Part II) and covers Universal Design for Learning topics, such as UDL and COVID – equitable services, the Opportunity Myth, MTSS, and UDL lesson planning. The series is a continuation of our previous course “UDL – A Day of Universal Design”.

Participants will:

  • Develop the beliefs, skills, and system for meeting the needs of all learners in inclusive classrooms through the UDL lens.
  • Understand the core components of Universal Design for Learning (UDL) and how they complement differentiated instruction.
  • Explore how UDL addresses racial equity, social justice and equitable services.
  • Learn how to design a UDL lesson.
  • Learn how to model UDL in professional development.
  • Be able to share practical applications of UDL principles in the classroom.
  • Understand the connection between UDL and MTSS

Universal Design for Learning Series with Katie Novak – PART II (4 hours)

This course is available asynchronously via Canvas. You may complete the course on your own, independently, at your own pace.

This series is provided, in partnership, with Katie Novak, UDL expert, author, and consultant. The series is split into 2 courses (Part I and Part II) and covers Universal Design for Learning topics, such as UDL and COVID – equitable services, the Opportunity Myth, MTSS, and UDL lesson planning. The series is a continuation of our previous course “UDL – A Day of Universal Design”.

Participants will:

  • Develop the beliefs, skills, and system for meeting the needs of all learners in inclusive classrooms through the UDL lens.
  • Understand the core components of Universal Design for Learning (UDL) and how they complement differentiated instruction.
  • Explore how UDL addresses racial equity, social justice and equitable services.
  • Learn how to design a UDL lesson.
  • Learn how to model UDL in professional development.
  • Be able to share practical applications of UDL principles in the classroom.
  • Understand the connection between UDL and MTSS

Universal Design for Learning to Improve Student Engagment and Outcomes (5  hours)

Description will go here. 

Objectives will go here.

Web Whiteboards: Real Time Learning (1.5  hours)

This course is provided online asynchronously. It is a self-guided course you may access independently and complete at your own pace.

Discover or deepen your thinking about interactive whiteboard tools with tons of potential! Done with it and want to save it for later? Export to PDF or image and share with whomever you wish. Invite selectively and utilize both link and embed sharing. Zoom, Jamboard, and AWW will be covered. Plenty of options and suggestions for use will be explored and developed.

Participants will:

Learn basic tools available for virtual whiteboards to use with students remotely.

Identify 3 different whiteboard options for use with with students.

Weebly: The Free Website Builder (1.5  hours)

This course is provided online asynchronously. It is a self-guided course you may access independently and complete at your own pace.

Design a space for all of your links and documents, text and images to coexist. Make use of the standard, dropdown and blog page formats to organize your digital go-to space for students and families. A tutorial on basic tools on the free account, with an interactive element for live presentations.

Participants will learn:

  • How to create a free website for their classroom using Weebly.
  • Strategies to create live interactive elements for their website using Weebly.