This interactive professional learning guide is provided to member school districts to the DMSELPA and DM Charter SELPA.
CALIFORNIA ASSOCIATION OF HEALTH AND EDUCATION LINKED PROFESSIONS CAHELP
2022 2023
17800 Highway 18, Apple Valley, CA 92307 (760) 552-6700 www.cahelp.org
EXPLORE OUR PROFESSIONAL LEARNING OPPORTUNITIES The 2022-23 professional learning opportunities provide an increasing inter-connectedness between the academic, behavioral, and social/emotional supports to keep you learning, growing, and working toward the relentless pursuit of whatever works in the life of a child. Participate in just one course or attend a pathway that provides in-depth knowledge in a specific area. Several pathways provide a blended approach to face-to-face learning and online learning. As always, all of the professional learning opportunities we offer are supported by research and are provided by specialists in their field. We believe high quality professional learning will enhance your teaching practice and greatly benefit your students. Explore Our Professional Learning Opportunities.............................................3 ACADEMIC SUPPORTS................................................................................................13 ASSESSMENT..............................................................................................................21 ASSESSMENT, EARLY CHILDHOOD EDUCATION......................................................23 AUTISM....................................................................................................................... 23 AUTISM, FAMILY ENGAGEMENT................................................................................34 BEHAVIORAL SUPPORTS...........................................................................................35 BEHAVIORAL SUPPORTS, SOCIAL/EMOTIONAL SUPPORTS...................................49 COLLEGE AND CAREER READINESS........................................................................50 COMMITTEES AND GROUPS.......................................................................................51 COMMITTEES AND GROUPS, EARLY CHILDHOOD EDUCATION...............................53 EARLY CHILDHOOD EDUCATION...............................................................................53 EARLY CHILDHOOD EDUCATION, BEHAVIORAL SUPPORTS....................................58 EARLY CHILDHOOD EDUCATION, SOCIAL/EMOTIONAL SUPPORTS........................60 FAMILY ENGAGEMENT................................................................................................61 FAMILY ENGAGEMENT, BEHAVIORAL SUPPORTS....................................................67 FAMILY ENGAGEMENT, SOCIAL/EMOTIONAL SUPPORTS........................................67 INDIVIDUAL PROTECTIONS........................................................................................68 SOCIAL/EMOTIONAL SUPPORTS...............................................................................75 SPEECH AND HEARING.............................................................................................87 Professional Learning Pathways....................................................................90
If you have any questions regarding any of the professional learning opportunities presented in this guide, please contact Marysol Hurtado at Marysol.Hurtado@cahelp.org or at (760) 955-3552.
Fee Structure Member and Non-Member
D/M SELPA & D/M Charter SELPA Member
Non-Member or Affiliate
Most trainings are FREE based on SELPA membership
$50 Per Participant Full-Day $25 Per Participant Half-Day
Additional $50 Per Participant Full-Day $25 Per Participant Half-Day on top of the Member Rate
Trainings with fees varies based on the cost of materials and supplies
Custom* Contracted Services Member Rates based on 100 participants or less
Custom* Contracted Services Non-Member Rates based on 1-50 participants or less
$1,400 Daily Rate - Single Training
$3,000 Daily Rate - Single Training
$700 Half Day Rate - Single Training
$1,500 Half Day Rate - Single Training
$15,000 Flat Rate Fee for Training Series Each additional 25 participants add $5,000
$6,800 Flat Rate Fee for Training Series
*Services include training fees, transportation, training materials and resources, additional support for implementation, and administrative fees.
Coaching Support Member
Coaching Support Non-Member
$5,600 for 24 Hours
$8,000 for 24 Hours
Additional hours can always be added to meet the needs of the LEA
Additional hours can always be added to meet the needs of the LEA
Additional contracts that do not reflect the fee structure in this matrix can be developed to meet the needs of each LEA to schedule a meeting contact Marysol Hurtado at 760-955-3552 or email marysol.hurtado@cahelp.org.
I nterconnected M ulti- T iered S ystems of S upport ( IMTSS )
Our Interconnected Multi-Tiered Systems of Support (IMTSS) framework will help ensure that all students have an evidence-based system of instruction, school climate, and comprehensive social/emotional supports that will assist them in achieving success. This unique combination: • Embraces and addresses the diverse needs of ALL students • Provides high-quality curricula aligned with resources and supports • Provides additional supports and interventions for students when necessary • Aligns the systems necessary for academic, behavioral, and social/emotional success
TIER 3 Specialized
Individualized Systems for Students with High-Risk Needs
TIER 2
Specialized Group Systems for Students Who Need More Supports
TIER 1
School/Classroom-Wide Systems for All Students, Staff, and Settings
Legend
This event is a regional event, hosted at the Desert Mountain Educational Service Center, located at 17800 Highway 18, Apple Valley, CA 92307.
This event can be scheduled to be hosted on-site. For more information, please visit www. cahelp.org/onsite (A minimum number of participants may be required for specific trainings due to the content and/or interactive nature of the training.)
www.
This event is available to be taken as an online course.
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PROFESSIONAL LEARNING COURSES
Professional learning courses provided by the Desert/Mountain SELPA, Charter SELPA, and Children’s Center are supported by research and are provided by specialists in their field. Most courses are offered regionally and will be scheduled throughout the year. Many courses can also be scheduled at the district, charter, or school site by completing an on-site request. To schedule an on-site training, simply complete the form located at: www.cahelp.org/onsite
Arts Integration - Leveraging the ART of Learning ACADEMIC SUPPORTS
For more information or to register for this training, visit: https://www.cahelp.org/
Are you ready to provide an “optimal learning environment” for your students that allows them to be creative, and increase student achievement at the same time? If so, then allow me to introduce you to Arts Integration. Arts Integration (AI) is an approach to teaching and learning through which content standards are taught and assessed equitably in and through the arts. As a participant of this training, you will have the opportunity to explore the defining characteristics of Arts Integration; and, learn how to integrated with the curriculum associated with different core content areas. Let us explore the various elements -where teaching is an art form and learning is meaningful and exciting.
Intended Audience
General and special education teachers and site administrators.
# ADRIEN FAAMAUSILI PROGRAM SPECIALIST ¨ (442) 292-5094 x238 adrien.faamausili@cahelp.org 2 Hours
LCAP Priorities
Ɔ Pupil Engagement, Pupil
Achievement, Implementing State Standards, Course Access
Co-Teaching Concepts ACADEMIC SUPPORTS
For more information or to register for this training, visit: https://www.cahelp.org/
Co-Teaching Concepts is an online overview that provides participants with the basics of co-teaching effective partnerships, the six approaches related to the co-teaching model, and the fundamental concepts of inclusion. The training may be used as an introduction or refresher. Useful resources are included and available to save for future use. After the completion of the training, participants will have the option to consult with presenters on what their next steps will be in the implementation process.
Intended Audience
Special education teachers, general education teachers, instructional coaches, and site administrators.
# ADRIEN FAAMAUSILI PROGRAM SPECIALIST ¨ (442) 292-5094 x238 adrien.faamausili@cahelp.org 2 2:00 Hours
LCAP Priorities
Ɔ Pupil Engagement, Pupil
Achievement, Implementing State Standards, Course Access
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Co-Teaching: The Power of Two Self-Paced Overview ACADEMIC SUPPORTS
For more information or to register for this training, visit: https://www.cahelp.org/
This one time course provides you with the basics of co-teaching. Use this recorded training as an introduction or refresher. Useful resources are included and available to save for future use. Site administrators and teachers can then decide on next steps in implementation. Co-teaching partners are encouraged to view the video together to participate in group discussions. This training is a self-paced course accessible through a learning management system named Canvas.
Intended Audience
Special education teachers, general education teachers, instructional coaches, and site administrators.
# ADRIEN FAAMAUSILI PROGRAM SPECIALIST ¨ (442) 292-5094 x238 adrien.faamausili@cahelp.org 2 2:00 Hours
LCAP Priorities
Ɔ Pupil Engagement, Pupil
Achievement, Implementing State Standards, Course Access
Connecting the Dots in Math: Asking the Right Questions ACADEMIC SUPPORTS
For more information or to register for this training, visit: https://www.cahelp.org/
Help students discover deeper understanding with thought provoking questioning. Discover ways to integrate DOK 2 and 3 into daily classroom discussions to develop their critical thinking skills.
Intended Audience
K-8: special & general education teachers and paraprofessionals.
# RENEE GARCIA
LCAP Priorities
PROGRAM SPECIALIST ¨ (442) 292-5094 x236 renee.garcia@cahelp.org 2 1:00 Hours
Ɔ Pupil Engagement, Pupil
Achievement, Implementing State Standards, Other Pupil Outcomes
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Connecting the Dots in Math: Get Your Math Act Together ACADEMIC SUPPORTS
For more information or to register for this training, visit: https://www.cahelp.org/
Spark students’ interest by exploring, developing, and collaborating with tasks that will engage learners of all levels. Use real- world problems to ignite your students’ higher-level thinking with 3-Act Tasks. Receive resources for tons more math tasks already done for you!
Intended Audience
K-8: special & general education teachers and paraprofessionals.
# RENEE GARCIA
LCAP Priorities
PROGRAM SPECIALIST ¨ (442) 292-5094 x236 renee.garcia@cahelp.org 2 1:00 Hours
Ɔ Pupil Engagement, Pupil
Achievement, Implementing State Standards, Other Pupil Outcomes
Dyslexia: Foundations, Screenings, and Assessments ACADEMIC SUPPORTS
For more information or to register for this training, visit: https://www.cahelp.org/
Foundations, Screenings, and Assessments: This course will provide participants with a foundational overview of dyslexia. The definition of the disorder, the various types of dyslexia, the associated brain functions, and the academic manifestation of dyslexia will be discussed. Additionally, participants will learn about the laws and guidelines related to the school identification of dyslexia. Reading/literacy fundamentals and the needs of special populations (i.e., English Language Learners, and gifted/talented) will be explored. Having this foundational overview will enable participants to understand the assessment and screening process for dyslexia and will enable them to identify targeted instructional practices within the MTSS/RtI continuum. In addition, participants will spend time identifying screening/evaluation tools typically employed in the identification of dyslexia.
Intended Audience
Special education teachers, general education teachers, administrators, school psychologists, and speech- language pathologists.
# KARINA QUEZADA
LCAP Priorities
PROGRAM SPECIALIST ¨ (760) 955-3578 x karina.quezada@cahelp.org 2 2:00 Hours
Ɔ Pupil Engagement, Pupil
Achievement, Implementing State Standards, Course Access
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Get “Skool’d” in the 3 R’s: Rhythm, Rhyme, and Representation ACADEMIC SUPPORTS
For more information or to register for this training, visit: https://www.cahelp.org/
Hip-Hop is an artistic, musical, physical, and visual mode of communication that people use to express their experiences, beliefs, and emotions. This art form has been an outlet for youth culture all around the world. What if you were able to connect hip-hop to what students are learning, so that school is fun and educational? During this training participants will have the opportunity to explore the defining characteristics and implication of Arts Integration, and how it uses aspects of hip-hop art and culture to create an engaging learning environment that builds students’ skills in writing, communication, and math. So, I encourage you to stand up on your chair, and wave your hands like you just don’t care! Grab a pen, a diary, a notebook, or a journal to make sure your bright ideas don’t stay internal! Get ready to take on the rewarding task to educate, excite, and inspire your class! PEACE!! This training is only offered online.
Intended Audience
General and special education teachers, and site administrators.
# ADRIEN FAAMAUSILI PROGRAM SPECIALIST ¨ (442) 292-5094 x238 adrien.faamausili@cahelp.org 2 8:00 Hours
LCAP Priorities
Ɔ Pupil Engagement, Pupil
Achievement, Implementing State Standards, Course Access
Honk, Honk! Stop, Assess and Drive your Reading Instruction! ACADEMIC SUPPORTS
For more information or to register for this training, visit: https://www.cahelp.org/
Ever wonder where to start your Orton-Gillingham reading instruction? Whether it is for whole group, small group or one-on- one, knowing where to start instruction can be tricky. This professional development focuses on primary and secondary reading assessments that drive instruction. Come prepared to learn, practice, and walk away with resources!
Intended Audience
General education teachers, special education teachers, and administrators.
# BONNIE GARCIA
LCAP Priorities
PROGRAM SPECIALIST ¨ (442) 292-5094 x239 bonnie.garcia@cahelp.org 2 4:00 Hours
Ɔ Pupil Engagement, Pupil
Achievement, Implementing State Standards, Course Access
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Orton-Gllingham Application Check-In ACADEMIC SUPPORTS
For more information or to register for this training, visit: https://www.cahelp.org/
The theory to practice gap is huge in education. Do not let this happen to you with your newfound Orton-Gillingham methodology knowledge! Put your knowledge to work and let us talk, listen, and learn from each other. If you have attended an Orton-Gillingham or Structured Literacy professional development, and/or are part of CAHELP’s “Breaking the Code Pathway”, make sure to attend this check-in to solidify your knowledge and improve your practice. Must take either Structured Literacy with Orton-Gillingham: Foundational or Structured Literacy with Orton-Gillingham: Advanced trainings in order to attend this training.
Intended Audience
General education teachers, special education teachers, administrators.
# BONNIE GARCIA
LCAP Priorities
PROGRAM SPECIALIST ¨ (442) 292-5094 x239 bonnie.garcia@cahelp.org 2 2:00 Hours
Ɔ Pupil Engagement, Pupil
Achievement, Implementing State Standards, Course Access
Playing Around in Math ACADEMIC SUPPORTS
For more information or to register for this training, visit: https://www.cahelp.org/
This mathematics training content is designed to provide strategies that help students appreciate math with engaging discussions, great questions to get them thinking, and captivating activities that adhere to the Common Core State Standards (CCSS) and practices. This training is packed with concrete, pictorial, and abstract activities to make the Common Core State Standards manageable, meaningful, and fun! Participants develop and learn hands-on strategies to teach grade-level content that addresses the gaps of students who are struggling with basic mathematical understanding in number sense: addition, subtraction, multiplication, and division. Course content also can include: fractions, money, place value, and math projects. The activities in this course may be designed to engage the students in higher-level thinking with model drawing and error analysis in math with real world applications to help develop rich problem-solving activities. With a menu of options to choose from, this training can be designed to fit your needs.
Intended Audience
Special education teachers, general education teachers, and paraprofessionals.
# RENEE GARCIA
LCAP Priorities
PROGRAM SPECIALIST ¨ (442) 292-5094 x236 renee.garcia@cahelp.org 2 6:00 Hours
Ɔ School Climate, Pupil Engagement, Pupil Achievement, Implementing State Standards, Other Pupil Outcomes
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Structured Literacy - What, Why, Who, and How? ACADEMIC SUPPORTS
For more information or to register for this training, visit: https://www.cahelp.org/
Do your students struggle with literacy? Do you have struggling readers in your class? In this course, participants will first be provided with a brief overview related to the reading brain and dyslexia. Then, participants will take a deep dive into structured literacy, an instructional approach used to explicitly, systematically/cumulatively, and diagnostically teach reading. The term was coined by the International Dyslexia Association to encompass evidence-based approaches (e.g., Orton Gillingham) and programs that are aligned to the Knowledge and Practice Standards for Teachers of Reading. Participants will walk away with an understanding of structured literacy and how to apply it through explicit, multi-sensory, structured, sequential, comprehensive, and cumulative instruction.
Intended Audience
General education teachers, special education teachers, speech-language pathologists, and administrators.
# BONNIE GARCIA
LCAP Priorities
PROGRAM SPECIALIST ¨ (442) 292-5094 x239 bonnie.garcia@cahelp.org 2 6:00 Hours
Ɔ Pupil Engagement, Pupil
Achievement, Implementing State Standards, Course Access
Structured Literacy with Orton-Gillingham: Advanced ACADEMIC SUPPORTS
For more information or to register for this training, visit: https://www.cahelp.org/
How is Structured Literacy tackled using the Orton-Gillingham (OG) methodology with students third to fourth grade on up who still need foundational reading skills? OG is an approach to reading that is multi-sensory, phonetic alphabetic, analytic, structured, sequential, repetitive, cumulative, diagnostic and prescriptive. This course focuses on developing an OG lesson plan that primarily focuses on concepts of orthography, syllabication, and morphology. Vocabulary and comprehension will also be discussed in relation to the OG approach. Must take either Structured Literacy or Honk! Honk! Stop, Assess, and Drive Your Reading Instruction trainings in order to attend this training.
Intended Audience
General education teachers, special education teachers, and administrators.
# BONNIE GARCIA
LCAP Priorities
PROGRAM SPECIALIST ¨ (442) 292-5094 x239 bonnie.garcia@cahelp.org 2 4:00 Hours
Ɔ Pupil Engagement, Pupil
Achievement, Implementing State Standards, Course Access
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Structured Literacy with Orton-Gillingham: Foundational ACADEMIC SUPPORTS
For more information or to register for this training, visit: https://www.cahelp.org/
How is Structured Literacy tackled using the Orton-Gillingham (OG) methodology? OG is an approach to reading that is multi- sensory, phonetic alphabetic, analytic, structured, sequential, repetitive, cumulative, diagnostic and prescriptive. This course focuses on developing an OG lesson plan that primarily focuses on phonological awareness and phonics. Fluency, vocabulary and comprehension will also be discussed in relation to the OG approach. Must take either Structured Literacy or Honk! Honk! Stop, Assess, and Drive Your Reading Instruction trainings in order to attend this training.
Intended Audience
General education teachers, special education teachers, and administrators.
# BONNIE GARCIA
LCAP Priorities
PROGRAM SPECIALIST ¨ (442) 292-5094 x239 bonnie.garcia@cahelp.org 2 4:00 Hours
Ɔ Pupil Engagement, Pupil
Achievement, Implementing State Standards, Course Access
Universal Design for Learning In A Flash ACADEMIC SUPPORTS
For more information or to register for this training, visit: https://www.cahelp.org/
Move beyond traditional instructional methods and use the principles of engagement, representation, and action/expression to develop motivated, resourceful, and goal-oriented learners in your classroom. This short overview will illustrate how the Universal Design for Learning (UDL) framework, as a foundation to an academic Multi-Tiered System of Supports (MTSS), guides the design of instructional environments to optimize learning for all students. This session is available in the fall and spring. An in depth series with coaching is available upon request.
Intended Audience
Special education teachers, general education teachers, instructional coaches, and site administrators.
# LINDA RODRIGUEZ
LCAP Priorities
PROGRAM SPECIALIST ¨ (442) 292-5094 x235 linda.rodriguez@cahelp.org 2 2:00 Hours
Ɔ Pupil Engagement, Pupil
Achievement, Implementing State Standards, Course Access
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Using Assistive Technology (AT) to Support Children with Dyslexia, ELL Students, and Other Reading Challenges ACADEMIC SUPPORTS
For more information or to register for this training, visit: https://www.cahelp.org/
Assistive technology (AT) and accessibility resources can serve many purposes for individuals that present with vision, hearing, mobility, and neurodiversity (ADHD, seizures, autism). Accessibility resources can help students with learning disabilities unlock their potential by addressing their needs. Disabilities come in a variety of ways - both visible and invisible. This webinar will focus on those learning disabilities that are invisible and found most commonly in the population - dysgraphia, dyscalculia, and dyslexia. In this brief and non-threatening workshop, a discussion and demonstration of AT tools to support children with dyslexia and other reading challenges, as well as children who are English learners will take place with the aim to promote independent learning to the maximum extent possible.
Intended Audience
School psychologists, speech-language pathologists, general education teachers, special education teachers, and administrators.
# KARINA QUEZADA
LCAP Priorities
PROGRAM SPECIALIST ¨ (760) 955-3578 x karina.quezada@cahelp.org 2 2:00 Hours
Ɔ Pupil Engagement, Pupil
Achievement, Implementing State Standards, Course Access
Visual Storytelling: A Pathway to Writing ACADEMIC SUPPORTS
For more information or to register for this training, visit: https://www.cahelp.org/
In our current society, almost everything is in a state of flux and change, from technology to businesses reinventing themselves. In light of these changes, it would seem obvious to give our students tools to think creatively and find multiple solutions to the problems that need solving. Visual storytelling is designed to contribute to the 21st century skill sets that students need to think creatively by using simple materials in the classroom. During this training, participants will learn the elements and principles of abstract art to help students produce artwork that serves as a bridge to their text-based stories; as well as, creating a learning environment where students have the courage to let go of certainties and allow their creativity to take its course. Only available as onsite.
Intended Audience
Special education teachers and general teachers.
# ADRIEN FAAMAUSILI PROGRAM SPECIALIST ¨ (442) 292-5094 x238 adrien.faamausili@cahelp.org 2 8:00 Hours
LCAP Priorities
Ɔ Pupil Engagement, Pupil
Achievement, Implementing State Standards, Course Access
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For more information or to register for this training, visit: https://www.cahelp.org/ Wearing Two Hats - The Dually-Identified Children: Working Effectively With English Learners With Special Needs ACADEMIC SUPPORTS
Requirements from the federal and state laws dictate that children who are English learners (Els) with disabilities be provided with a linguistically appropriate IEP to achieve equitable educational outcomes. Referencing the California Road-map and the California’s Practitioners’ Guide for Educating English Learners with Disabilities, these series of workshops will focus on the practices, tools, and supports for English learners. Workshop One will focus on the moral imperative and on what the law says about the pre-referral process, identification, and assessment procedures; Workshop Two will cover instructing English learners with disabilities; Workshop Three will cover developing a linguistically appropriate IEP and writing linguistically appropriate IEP goals; and Workshop Four will provide understanding of the reclassification process for ELs who are dually identified.
Intended Audience
School psychologists, speech-language pathologists, general education teachers, special education teachers, bilingual/ELD personnel, and administrators.
# KARINA QUEZADA
LCAP Priorities
PROGRAM SPECIALIST ¨ (760) 955-3578 x karina.quezada@cahelp.org 2 2:50 Hours
Ɔ Pupil Engagement, Pupil
Achievement, Implementing State Standards, Course Access
For more information or to register for this training, visit: https://www.cahelp.org/ The Basics of Accessing the Curriculum Through Assistive Technology ASSESSMENT
Assistive technology (AT) and accessible instructional materials can provide equitable opportunities for students to access the curriculum. The purpose of assistive technology (AT) is to identify what supports and options are required in order for a student to make progress towards his/her goals. This course will introduce participants to the SETT framework, a four-part model intended to encourage collaborative decision making for AT considerations. The SETT framework is a guideline for gathering data to make effective AT decisions. SETT is an acronym examining: Student’s abilities and concerns, Environments in which the student experiences barriers, Tasks which are difficult for the student to accomplish (IEP goals), and Tools that may be useful to accomplish the identified task(s).
Intended Audience
Site administrators, special education teachers, and paraprofessionals.
# SHEILA PARISIAN
LCAP Priorities
PROGRAM SPECIALIST ¨ (760) 955-3567 x sheila.parisian@cahelp.org 2 3:00 Hours
Ɔ Basic Services, Course Access, Other Pupil Outcomes
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TISA: Determining the Need and Working Effectively with Intensive Supports ASSESSMENT
For more information or to register for this training, visit: https://www.cahelp.org/
A Temporary Intensive Services Assessment (TISA) is a process by which IEP teams can determine if a child with disabilities requires additional assistance, including a 1:1 paraprofessional, in order to meet goals and objectives and to benefit educationally. Objectives of this course include: • Explore environmental factors contributing to the perceived need of intensive services • Learn about natural supports and best practices that can deter the need of intensive services • Learn best practices when assigning a 1:1 paraprofessional, including exploring the drawbacks • Learn about the responsibilities of an IEP team when requesting and assigning this level of support, including incorporating fading practices • Explore the Desert/Mountain SELPA forms required when a TISA is requested
Intended Audience
Special education teachers, general education teachers, administrators, school psychologists, and speech- language pathologists.
# KARINA QUEZADA
LCAP Priorities
PROGRAM SPECIALIST ¨ (760) 955-3578 x karina.quezada@cahelp.org 2 Hours
Ɔ Pupil Engagement, Pupil
Achievement, Parent Involvement, Implementing State Standards
Understanding Accessibility Resources within the California Assessment of Student Performance and Progress (CAASPP) ASSESSMENT
For more information or to register for this training, visit: https://www.cahelp.org/
Equal opportunity for all students to access instruction and demonstrate learning is a fundamental principle of public education. Accessibility resources represent a set of tools that help a student better access classroom instruction. They are also provided in a testing environment so that students can do their best to demonstrate their knowledge and skills. The Smarter Balanced Assessment System was designed to maximize accessibility for all students. An array of universal tools, designated supports, and accommodations are available to help ensure that Smarter Balanced summative and interim assessments generate a fair and accurate estimate of each student’s achievement. The participants of this course will: • Understand the importance of accessibility resources • Learn about the various universal tools, designated supports, and accommodations available within the Smarter Balanced System • Learn the initial steps in the identification of supports appropriate for each student • Explore examples of student learning needs/characteristics that might be addressed through the use of accessibility resources
Intended Audience
Special education teachers, general education teachers, administrators, school psychologists, and speech- language pathologists.
# KARINA QUEZADA
LCAP Priorities
PROGRAM SPECIALIST ¨ (760) 955-3578 x karina.quezada@cahelp.org 2 2:50 Hours
Ɔ Pupil Engagement, Pupil
Achievement, Parent Involvement, Implementing State Standards
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Desired Results Developmental Profile (DRDP) 2015 ASSESSMENT, EARLY CHILDHOOD EDUCATION
For more information or to register for this training, visit: https://www.cahelp.org/
The Desired Results Developmental Profile (DRDP) is an observation tool utilized by educators to record individual progress towards the achievement of specific outcomes across many domains of development. This instrument was developed by the California Development of Education. All preschool special education programs are required to submit the DRDP Preschool Fundamental View for each student to CASEMIS, including students who receive Speech and Language services only. Beginning in August 2018, the requirement for training special educators to use the DRDP (2015) will follow a new procedure. Mandatory training will be delivered by the Desired Results Access Project directly to all special education teachers and service providers who administer the DRDP (2015). Participants have two ways to complete training: 1. In-person session: A half-day training session held in each of the 11 California County Superintendents Educational Services Association (CCSESA) regions. OR 2. Online course: A self- paced course consisting of seven brief modules offered in the learning center. After completing either training option, all participants must complete an online demonstration of rating skills exercise in the Desired Results Access Project’s learning center to receive a certificate of training completion. To register for a training, create an account through the learning center: https://draccesslearn.org/ There is no cost to attend. For assistance, contact the Desired Results Access Project: Phone: (800) 673-9220 Ext. 2 or Ext. 4 or Email: reports@draccess.org or sarah.hughes@draccess.org
Intended Audience
Early childhood special education teachers and early childhood speech-language pathologists.
# VERONICA ROUSSEAU PROGRAM SPECIALIST ¨ (442) 292-5094 x231 veronica.rousseau@cahelp.org 2 2:00 Hours
LCAP Priorities
Ɔ Pupil Achievement, Parent
Involvement, Implementing State Standards
Autism Introduction and Connection to Practices AUTISM
For more information or to register for this training, visit: https://www.cahelp.org/
The overview of autism spectrum disorder (ASD) describes the primary characteristics of autism. social communication differences, repetitive behaviors, and the impact both have on daily functioning. Additionally, participants will be introduced to a list of 28 evidence-based practices (EBPs) for autism and how these EBPs can be used to support individuals with autism in the classroom, in the community, or in the home. Participants will independently view an online module then participate in a scheduled 2-hour session connecting information from the module to practices in the classroom, in the community, or in the home. This time will include opportunities to ask questions, share insights, and access additional resources and examples of supports in practice.
Intended Audience
Anyone new to autism, educators, service providers, families, and community members.
# JENNIFER ROUNTREE PROGRAM SPECIALIST ¨ (442) 292-5094 x234 jennifer.rountree@cahelp.org 2 3:00 Hours
LCAP Priorities
Ɔ Pupil Engagement, Pupil Achievement
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For more information or to register for this training, visit: https://www.cahelp.org/ Helping Students with Autism Excel in the Least Restrictive Environment AUTISM
This course will focus on the psychological theories of autism and how a student’s weakness in any of them may impact their ability to access the curriculum or excel in any environment. Through the presentation of case studies, three psychological theories will be discussed and shown to directly impact students with autism and their ability to access academic content and a less restrictive environment. Participants will also determine how evidence-based practices (EBPs) can be used to help students progress toward and meet specific standards and classroom expectations. Participants will learn the three psychological theories that affect students with an autism spectrum disorder (Theory of Mind, Central Coherence, Executive Function) and how they relate to autism. Participants will also learn how weaknesses in each of the above-mentioned areas inhibits progress toward academics and participation in the least restrictive environment. Participants will discuss EBPs and how they can be used to help support the student based on current needs and determine ways to increase student progress and success in the least restrictive environment.
Intended Audience
Special education teachers, general education teachers, paraprofessionals, site administrators, and speech- language pathologists.
# JENNIFER ROUNTREE PROGRAM SPECIALIST ¨ (442) 292-5094 x234 jennifer.rountree@cahelp.org 2 3:00 Hours
LCAP Priorities
Ɔ School Climate, Pupil Engagement, Pupil Achievement
Interventions for working with clients with autism AUTISM
For more information or to register for this training, visit: https://www.cahelp.org/
The purpose of this training is to intorduce participants to a basic understanding of autism and symptomatology. The training is a three-part training where participants will be exposed to content that will assist them in their work with the autistic population. The initial training will include basic concepts on autism and use of visual supports to address, feelings, coping skills, and self- regualtion. The second thraining will consist of information on behaviors and how to use positive reinforcement and additional strategies to decrease behaviors. The final training will focus on generalization of skills, how to monitor progress and will offer partcipiants an opportunity to intereact in case conceptualizations.
Intended Audience
Clinicians, ERMHs Clinicians, and other mental health providers
# JENNIFER ROUNTREE PROGRAM SPECIALIST ¨ (442) 292-5094 x234 jennifer.rountree@cahelp.org 2 2:00 Hours
LCAP Priorities
Ɔ Pupil Engagement, Pupil Achievement
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It’s a wrap! Autism and EBPs in practice AUTISM
For more information or to register for this training, visit: https://www.cahelp.org/
In the final course of the supporting students with autism pathway, participants will come together to bring all the information and practice to a close. Participants will be given the opportunity to discuss next steps, gather final resources and connect with others to continue the collaboration beyond participation in the pathway. Additionally, participants will have an opportunity to ask any final questions they have regarding any of the information presented throughout the pathway.
Intended Audience
Participants of the supporting students with Autism: Improving student outcomes with evidence-based practices pathway
# JENNIFER ROUNTREE PROGRAM SPECIALIST ¨ (442) 292-5094 x234 jennifer.rountree@cahelp.org 2 2:00 Hours
LCAP Priorities
Ɔ Pupil Achievement, Parent Involvement
Meeting the Social Communication Needs of Individuals with Autism AUTISM
For more information or to register for this training, visit: https://www.cahelp.org/
Social communication is defined as knowing how to talk and interact with others, often referred to as pragmatics. Autism is characterized as having deficits in social communication. This course will focus on explaining how social communication deficits may present, some of the challenges individuals can face in their daily interactions with others at home, in the community, and at school and what can be done to support these individuals. Specific evidence-based practices (EBPs) that support the development of skills and the understanding of social situations will be discussed. Throughout the training participants will engage in hands on activities and analyze videos to help better understand the content being presented. By the end of the training, participants will be able to give at least two explanations for social communication deficits, identify possible challenges in various environments, and label at least two EBPs to support skill development. Please note: this course will be offered in two 3-hour sessions on two separate days.
Intended Audience
Special education teachers, general education teachers, paraprofessionals, administrators, speech-language pathologists, occupational therapists, parents, and clinicians.
# JENNIFER ROUNTREE PROGRAM SPECIALIST ¨ (442) 292-5094 x234 jennifer.rountree@cahelp.org 2 3:00 Hours
LCAP Priorities
Ɔ Pupil Engagement, Pupil Achievement
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PEERS - Program for the Education and Enrichment of Relational Skills AUTISM
For more information or to register for this training, visit: https://www.cahelp.org/
PEERS is a 16-week program, focused on the development of specific social skills related to making and keeping friends. The program includes both a teen class as well as a weekly class for social coaches. Social coaches are taught weekly what skills the teens are working on and how they can best support the teen practice and implement the specific social skills outside of the weekly classes. Teens participate in the lesson related to specific social skills, followed by opportunities to practice the skills being addressed, and are assigned homework to complete between sessions to practice the new skills. Lessons cover topics such as starting and ending conversations, finding common interests with others, using electronic communication, and having get-togethers. If interested, please complete the PEERS referral to start the process.
Intended Audience
Adolescents with autism and family/social coaches.
# JENNIFER ROUNTREE PROGRAM SPECIALIST ¨ (442) 292-5094 x234 jennifer.rountree@cahelp.org 2 2:00 Hours
LCAP Priorities
Ɔ Pupil Engagement, Pupil
Achievement, Parent Involvement
Putting EBPs into Practice: Antecedent-Based Interventions AUTISM
For more information or to register for this training, visit: https://www.cahelp.org/
The National Clearinghouse on Autism Evidence and Practice released the 2020 Evidence-Based Practices Report identifying 28 evidence-based practices (EBPs) for autism. Antecedent-based interventions (ABI) is one of the 28 EBPs identified. This training will discuss antecedent-based interventions, when they are used, how to choose one, and why they are effective. Examples of various ABI will be shared demonstrating how they can support student success in various domains. Participants will independently view an online module, then participate in a three hour session connecting information from the module back to practice. By the end of the training participants will be able to identify at least three examples of ABI, name the appropriate time to use ABI, identify at least two ABI to use with one individual with autism and when they will be used.
Intended Audience
Special education teachers, general education teachers, service providers, clinicians and families
# JENNIFER ROUNTREE PROGRAM SPECIALIST ¨ (442) 292-5094 x234 jennifer.rountree@cahelp.org 2 3:00 Hours
LCAP Priorities
Ɔ Pupil Engagement, Pupil Achievement
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Putting EBPs into Practice: Parent Implemented Interventions AUTISM
For more information or to register for this training, visit: https://www.cahelp.org/
The National Clearinghouse on Autism Evidence and Practice released the 2020 evidence-based practices report identifying 28 evidence-based practices (EBPs) for autism. Parent implemented interventions (PII) is one of the 28 EBPs identified. This training will explain what parent implemented interventions is, when it can be used, and what makes it effective. Examples of how PII can be implemented will be shared as well as how it can be used to support individuals’ success in various domains.
Intended Audience
Special education teachers, general education teachers, paraprofessionals, administrators, speech-language pathologists, occupational therapists, parents, and clinicians.
# JENNIFER ROUNTREE PROGRAM SPECIALIST ¨ (442) 292-5094 x234 jennifer.rountree@cahelp.org 2 3:00 Hours
LCAP Priorities
Ɔ Pupil Engagement, Pupil Achievement
Putting EBPs into Practice: Peer-Based Instruction and Intervention AUTISM
For more information or to register for this training, visit: https://www.cahelp.org/
The National Clearinghouse on Autism Evidence and Practice released the 2020 evidence-based practicesreport identifying 28 evidence-based practices (EBPs) for autism. Peer-based instruction and intervention (PBII) is one of the 28 EBPs identified. This training will explain what peer-based instruction and intervention is, how to implement it, and why it is an effective practice to use. Examples of PBII will be shared, demonstrating how it can support student success in various domains. Participants will independently view an online module then participate in a scheduled 3-hour session connecting information from the module to practices in the classroom, in the community, or in the home. This time will include opportunities to ask questions, share insights, practice, and access additional resources and examples of PBII in practice. By the end of the training, participants will be able to identify various ways to include peer instruction, identify a source of peer instruction, and understand the importance of modeling expectations for peers and providing frequent feedback.
Intended Audience
General educators, special educators, service providers, clinicians, and families.
# JENNIFER ROUNTREE PROGRAM SPECIALIST ¨ (442) 292-5094 x234 jennifer.rountree@cahelp.org 2 3:00 Hours
LCAP Priorities
Ɔ Pupil Engagement, Pupil Achievement
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Putting EBPs into Practice: Prompting AUTISM
For more information or to register for this training, visit: https://www.cahelp.org/
The National Clearinghouse on Autism Evidence and Practice released the 2020 evidence-based practices report identifying 28 evidence-based practices (EBPs) for autism. Prompting is one of the 28 EBPs identified. This training will discuss what prompting is, when it is used, how to prompt effectively, and why we prompt. Examples of the different types of prompts will be given as well as demonstrated. Participants will see how prompting can support student success in various domains. Participants will view an online module, prompting indivually, then participate in a three hour session focused on connecting the informaion back to practice. By the end of the training participants will be able to identify at least four types of prompts, name various activities where prompting can be used, and identify what type of prompt(s) will be best to use with at least one individual with autism in at least one activity.
Intended Audience
General educators, special educators, service providers, clinicians, and families.
# JENNIFER ROUNTREE PROGRAM SPECIALIST ¨ (442) 292-5094 x234 jennifer.rountree@cahelp.org 2 3:00 Hours
LCAP Priorities
Ɔ Pupil Engagement, Pupil Achievement
Putting EBPs into Practice: Prompting for Paraprofessionals AUTISM
For more information or to register for this training, visit: https://www.cahelp.org/
The National Clearinghouse on Autism Evidence and Practice released the 2020 evidence-based practice report identifying 28 evidence-based practices (EBPs) for autism. Prompting is one of the 28 EBPs identified. This training will discuss what prompting is, when it is used, how to prompt effectively, and why we prompt. Examples of the different types of prompts will be given as well as demonstrated. Participants will see how prompting can support student success in various domains. Participants will independently view an online module then participate in a scheduled 3-hour session connecting information from the module to practice. By the end of the training participants will be able to identify as least 4 types of prompts, name various activities where prompting can be used, identify what type of prompt(s) will be best to use with at least one individual with autism in at least one activity.
Intended Audience
Paraprofessionals and instructional aides.
# JENNIFER ROUNTREE PROGRAM SPECIALIST ¨ (442) 292-5094 x234 jennifer.rountree@cahelp.org 2 3:00 Hours
LCAP Priorities
Ɔ Pupil Engagement, Pupil Achievement
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Putting EBPs into Practice: Reinforcement AUTISM
For more information or to register for this training, visit: https://www.cahelp.org/
The National Clearinghouse on Autism Evidence and Practice released the 2020 evidence-based practices report identifying 28 evidence-based practices (EBPs) for autism. Reinforcement is one of the 28 EBPs identified. This training will discuss reinforcement, what it is and isn’t, how to individualize it, and why it’s used. Examples of the different types of reinforcement will be shared and demonstrations of how it can be used to support student success in various domains will be provided. Participants will independently view an online module then participate in a scheduled 3-hour session connecting information from the module to practice. By the end of the training participants will be able to identify at least 3 types of reinforcers, share how they know something is reinforcing, identify the difference between immediate and delayed reinforcements, and list a minimum of three potential reinforcers for at least one learner with autism.
Intended Audience
General educators, special educators, service providers, clinicians, and families.
# JENNIFER ROUNTREE PROGRAM SPECIALIST ¨ (442) 292-5094 x234 jennifer.rountree@cahelp.org 2 3:00 Hours
LCAP Priorities
Ɔ Pupil Engagement, Pupil Achievement
Putting EBPs into Practice: Reinforcement for Paraprofessionals AUTISM
For more information or to register for this training, visit: https://www.cahelp.org/
The National Clearinghouse on Autism Evidence and Practice released the 2020 evidence-based practice report identifying 28 evidence-based practices (EBPs) for autism. Reinforcement is one of the 28 EBPs identified. This training will discuss reinforcement, what it is and isn’t, how to individualize it, and why it is used. Examples of the different types of reinforcement will be shared and demonstrations of how it can be used to support student success in various domains. Participants will independently view an online module then participate in a scheduled 3-hour session connecting information from the module to practice. By the end of the training participants will be able to identify at least 3 types of reinforcers, share how they know something is reinforcing, identify the difference between immediate and delayed reinforcement, and list a minimum of three potential reinforcers for at least one individual with autism.
Intended Audience
Paraprofessionals and instructional aides.
# JENNIFER ROUNTREE PROGRAM SPECIALIST ¨ (442) 292-5094 x234 jennifer.rountree@cahelp.org 2 3:00 Hours
LCAP Priorities
Ɔ Pupil Engagement, Pupil Achievement
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