CAHELP Guide of Professional Learning Courses

The professional learning guide 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.

CALIFORNIA ASSOCIATION OF HEALTH AND EDUCATION LINKED PROFESSIONS CAHELP

2024 2025

17800 Highway 18, Apple Valley, CA 92307 (760) 552-6700 www.cahelp.org

EXPLORE OUR PROFESSIONAL LEARNING OPPORTUNITIES The 2024-25 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. Professional Learning Courses........................................................................11 ACADEMIC SUPPORTS................................................................................................13 ASSESSMENT..............................................................................................................18 ASSESSMENT, EARLY CHILDHOOD EDUCATION.......................................................19 AUTISM....................................................................................................................... 20 BEHAVIORAL SUPPORTS...........................................................................................22 BEHAVIORAL SUPPORTS, SOCIAL/EMOTIONAL SUPPORTS...................................35 COLLEGE AND CAREER READINESS........................................................................37 COMMITTEES AND GROUPS......................................................................................38 COMMITTEES AND GROUPS, EARLY CHILDHOOD EDUCATION...............................40 EARLY CHILDHOOD EDUCATION................................................................................41 EARLY CHILDHOOD EDUCATION, SOCIAL/EMOTIONAL SUPPORTS........................45 FAMILY ENGAGEMENT...............................................................................................46 SOCIAL/EMOTIONAL SUPPORTS...............................................................................56 SPEECH AND HEARING.............................................................................................65 Professional Learning Pathway......................................................................69 Index of LCAP Priorities................................................................................84

If you have any questions regarding any of the professional learning opportunities presented in this guide, please contact Letitia Macaraeg at Letitia.Macaraeg@cahelp.org or at (760) 955-3552.

Fee Structure Member and Non-Member

DMSELPA & DM 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.)

This event is available to be taken as an online course.

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CAHELP JPA

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

Co-Teaching Concepts ACADEMIC SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

Co-Teaching Concepts is an 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.

LCAP Priorities

 IVAN CAMPOS

PROGRAM SPECIALIST – (760) 646-8000 x266  ivan.campos@cahelp.org # 02:00 Hours

© Pupil Engagement, Pupil

Achievement, Implementing State Standards, Course Access

Co-Teaching: The Power of Two Self-Paced Overview ACADEMIC SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

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 and to participate in group discussions. This training is a self-paced course accessible through our learning management system, Canvas.

Intended Audience

Special education teachers, general education teachers, instructional coaches, and site administrators.

LCAP Priorities

 IVAN CAMPOS

PROGRAM SPECIALIST – (760) 646-8000 x266  ivan.campos@cahelp.org # 01:00 Hours

© Pupil Engagement, Pupil

Achievement, Implementing State Standards, Course Access

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Dyslexia: Foundations, Screenings, and Assessments ACADEMIC SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

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

Educational psychologists, speech-language pathologists, general education teachers, special education teachers, and administrators.

LCAP Priorities

 KARINA QUEZADA

PROGRAM SPECIALIST – (760) 955-3566  karina.quezada@cahelp.org # 06:00 Hours

© Pupil Engagement, Pupil

Achievement, Implementing State Standards, Course Access

Nuts and Bolts of Occupational and Physical Therapy ACADEMIC SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

This training will give participants insight into the varied roles and supports occupational therapists and physical therapists provide in the school setting. Topics covered will include occupational therapy (OT) and physical therapy (PT) scope of practice and the intent of related services, medical model services and school-based services, the OT and PT referral process, how to fill out paperwork, determining benefit or access to curriculum, and classroom tips for participation.

Intended Audience

New teacher training, school psychologists, and administrators.

LCAP Priorities

 CODI ANDERSEN

OT/PT SUPERVISOR

© Basic Services, Other Pupil Outcomes

– (760) 955-3659  codi.andersen@cahelp.org # 03:00 Hours

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Occupational Therapy Tips and Tricks Training ACADEMIC SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

This training will allow the participants to gain further understanding about occupational therapy and physical therapy services in the school setting. Participants will learn about strategies that can easily be embedded to assist students with fine motor skill acquisition, visual motor supports, sensory regulation and overall universal design for learning (UDL). Evidence based strategies will be explored.

Intended Audience

Administrators, school psychologists, general education and special education teachers, and paraprofessionals.

LCAP Priorities

 CODI ANDERSEN

OT/PT SUPERVISOR

© Pupil Engagement, Basic Services, Parent Involvement

– (760) 955-3659  codi.andersen@cahelp.org # 02:00 Hours

Playing Around in Math ACADEMIC SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

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.

LCAP Priorities

 RENEE GARCIA

PROGRAM SPECIALIST – (760) 646-8000 x291  renee.garcia@cahelp.org # 06:00 Hours

© School Climate, Pupil Engagement, Pupil Achievement, Implementing State Standards, Other Pupil Outcomes

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Supporting Age-Appropriate Fine & Gross Motor Activities ACADEMIC SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

Participants will learn about how fine motor skills develop, how to support all students and how to encourage age-appropriate skill acquisition. Activities and strategies will be presented that can easily be blended with your existing curriculum. Participants will leave with evidence-based strategies they can use right away.

Intended Audience

TK-Kindergarten general ed teachers.

LCAP Priorities

 CODI ANDERSEN

OT/PT SUPERVISOR

© Basic Services, Pupil Achievement, Parent Involvement, Course Access, Other Pupil Outcomes

– (760) 955-3659  codi.andersen@cahelp.org # 03:00 Hours

Transfers: Handling Students with Special Needs Safely ACADEMIC SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

Learn the proper techniques for performing transfers of students with complex needs. Transferring techniques reviewed: proper ergonomics, stand pivot transfers, mechanical lift transfers, one and two-person dependent transfers.

Intended Audience

Special education teachers and paraprofessionals.

LCAP Priorities

 CODI ANDERSEN

OT/PT SUPERVISOR

© Pupil Engagement

– (760) 955-3659  codi.andersen@cahelp.org # 02:00 Hours

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UDL Immersion: Implementation Journey ACADEMIC SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

This blended course is for site teams and focuses on the development of instruction through the Universal Design for Learning lens. Participants will access asynchronous material and then debrief in collaborative live sessions with the trainer. • Module 1- A “Big Picture of UDL” • Module 2- Going a Little Deeper • Module 3- The Research Based Guidelines • Module 4- UDL in Instruction Please contact the trainer to develop an on-site request. The course content was developed by Placer County SELPA/Open Access Project.

Intended Audience

Teacher Leads and Instructional Coaches

LCAP Priorities

 LINDA RODRIGUEZ

PROGRAM SPECIALIST – (760) 646-8000 x289  linda.rodriguez@cahelp.org # 12:00 Hours

© Pupil Engagement, Course Access

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 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 Roadmap 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. This workshop will focus on the moral imperative and on what the law says about the pre-referral process, identification, and assessment procedures; instructing English learners with disabilities; developing a linguistically appropriate IEP and writing linguistically appropriate IEP goals; and understanding of the reclassification process for ELs who are dually identified.

Intended Audience

General Education Teachers, Special Education Teachers, School Psychologists, Speech-Language Pathologists, Bilingual/ELD Personnel, and Administrators.

LCAP Priorities

 KARINA QUEZADA

PROGRAM SPECIALIST – (760) 955-3566  karina.quezada@cahelp.org # 06:00 Hours

© Pupil Engagement, Pupil

Achievement, Implementing State Standards, Course Access

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For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 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.

LCAP Priorities

 SHEILA PARISIAN COORDINATOR, DUE PROCESS & COMPLIANCE – (760) 955-3567  sheila.parisian@cahelp.org # 03:00 Hours

© Basic Services, Course Access, Other Pupil Outcomes

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 TISA: Determining the Need and Working Effectively with Intensive Supports ASSESSMENT

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, to meet goals and objectives and to benefit educationally. This course will provide guidance in determining if a student requires additional intensive support. 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 DMSELPA forms required when a TISA is requested.

Intended Audience

Special Education Teachers; General Education Teachers; Administrators; School Psychologists; Speech Pathologists

LCAP Priorities

 KARINA QUEZADA

PROGRAM SPECIALIST – (760) 955-3566  karina.quezada@cahelp.org # 04:00 Hours

© Pupil Engagement, Pupil

Achievement, Parent Involvement, Implementing State Standards

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For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 Understanding Accessibility Resources within the California Assessment of Student Performance and Progress (CAASPP) ASSESSMENT

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 Balance 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 Balance 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 accommodation available within the Smarter Balance System.

Intended Audience

Special education teachers, general education teachers, administrators, school psychologists, and speech- language.

LCAP Priorities

 ANNETTE REGO

PROGRAM SPECIALIST – (760) 955-3566  annette.rego@cahelp.org # 02:30 Hours

© Pupil Engagement, Pupil

Achievement, Parent Involvement, Implementing State Standards

Desired Results Developmental Profile (DRDP) 2015 ASSESSMENT, EARLY CHILDHOOD EDUCATION

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

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.

LCAP Priorities

 VERONICA ROUSSEAU PROGRAM SPECIALIST – (760) 646-8000 x267  veronica.rousseau@cahelp.org # 02:00 Hours

© Pupil Achievement, Parent

Involvement, Implementing State Standards

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Autism Collaborative AUTISM

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

Join us quarterly for the autism collaborative. We are building a network around understanding autism and thriving while providing support to the autism community. Bring you questions, support needs, and desire to connect and collaborate with others around autism! Our time together will include the sharing of resources and upcoming trainings as well as holding make and take opportunities around specific areas of need identified by the group. We will meet four times annually, alternating between virtual and in-person meetings. Each date will include a morning and afternoon session to help accommodate scheduling needs. So many great things are happening across our region, let’s showcase this and create a safe space to share with others working toward the same goal, growing autism supports in our area.

Intended Audience

Anyone working with individuals with autism looking to collaborate around resources, successes and support needs.

LCAP Priorities

 JENNIFER ROUNTREE PROGRAM SPECIALIST – (760) 646-8000 x288  jennifer.rountree@cahelp.org # 01:05 Hours

© School Climate, Pupil Engagement, Pupil Achievement

Interventions for Working with Clients with Autism AUTISM

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

The purpose of this training is to introduce 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- regulation. The second training 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 participants an opportunity to interact in case conceptualizations.

Intended Audience

Clinicians, ERMHs Clinicians, and other mental health providers

LCAP Priorities

 JENNIFER ROUNTREE PROGRAM SPECIALIST – (760) 646-8000 x288  jennifer.rountree@cahelp.org # 02:00 Hours

© Pupil Engagement, Pupil Achievement

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Introduction to Autism for General Education Staff AUTISM

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

Autism Spectrum Disorder (ASD is a neurodevelopmental condition that can cause significant social, communication and behavioral differences for a learner. Often there is nothing about the way a learner looks that tells us they have ASD. This can lead to limited understanding or recognition of the need to support these learning style differences until they present as a challenge in the classroom or on campus. In this training we will identify the characteristics of autism, discuss how thinking, learning and problem-solving may look different for learners with autism, where to locate resources and develop an understanding of the 28 evidence-based practices (EBPs) for autism and how to use them within the general education environment.

Intended Audience

General education teachers, paraprofessionals, campus staff, administrators, service providers, and clinicians.

LCAP Priorities

 JENNIFER ROUNTREE PROGRAM SPECIALIST – (760) 646-8000 x288  jennifer.rountree@cahelp.org # 03:00 Hours

© School Climate, Pupil Engagement, Pupil Achievement

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 PEERS - Program for the Education and Enrichment of Relational Skills AUTISM

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.

LCAP Priorities

 JENNIFER ROUNTREE PROGRAM SPECIALIST – (760) 646-8000 x288  jennifer.rountree@cahelp.org # 01:30 Hours

© Pupil Engagement, Pupil

Achievement, Parent Involvement

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Social Narratives: Introduction and Practices AUTISM

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

There are 28 evidence-based practices (EBPs) to support learners with autism. Social narratives is one of the most effective EBPs for supporting learners understanding the different nuances related to social interactions, including context, audience, other’s perspective and our individual responses. Social narratives come in many different forms and used to supplemental teaching and practice related to a wide variety of social skills and behavioral expectations. This online offering is self-paced and includes completion of an online module, practice activities and discussion topics.

Intended Audience

Educators, service providers, clinicians, behavioral support staff, families, and anyone supporting social skill development.

LCAP Priorities

 JENNIFER ROUNTREE PROGRAM SPECIALIST – (760) 646-8000 x288  jennifer.rountree@cahelp.org # 04:00 Hours

© School Climate, Pupil Engagement, Pupil Achievement

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 Bullying Prevention and Intervention: Using Expect Respect Curriculum BEHAVIORAL SUPPORTS

This course provides effective strategies for implementing bully prevention school-wide with considerations for all types of bullying: physical, verbal, social, and cyberbullying. Participants will be guided through “Expect Respect,” a free research- based curriculum that emphasizes preventative strategies and basic steps towards intervention. Participants will also receive resources and templates to develop a school-wide bully prevention program from the exploration phase to full implementation.

Intended Audience

Special education teachers, general education teachers, paraprofessionals, counselors, and site administrators.

LCAP Priorities

 THE PREVENTION AND INTERVENTION TEAM

© School Climate, Pupil Engagement, Basic Services, Pupil Achievement, Parent Involvement, Other Pupil Outcomes

– (442) 292-5094 x200  deborah.sarkesian@cahelp.org # 04:00 Hours

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Check-In Check-Out Intervention BEHAVIORAL SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

Check-In Check-Out (CICO) is a Tier 2, group oriented intervention designed especially for students whose problem behaviors (a) are unresponsive to Tier 1 practices and systems, (b) do not require more immediate individualized interventions, and (c) are observable across multiple settings. This training will teach participants the basic structure of setting up CICO with fidelity in a school system. Key features of CICO include: increased positive adult contact, social skills training, a direct link to school-wide behavioral goals and expectations, frequent feedback, daily home-school communication, and positive reinforcement contingent on meeting behavioral goals. Research conducted on CICO consistently demonstrates associated decreases in problem behaviors, office discipline referrals, and referrals for special education services. Participants will understand how students are placed in a Tier 2 intervention, how CICO is implemented in schools, and how to create foundations for a CICO system.

Intended Audience

Special education teachers, general education teachers, paraprofessionals, site administrators, and district administrators.

LCAP Priorities

 THE PREVENTION and INTERVENTION TEAM

© School Climate, Pupil Engagement, Pupil Achievement, Parent Involvement

– (442) 292-5094 x200  deborah.sarkesian@cahelp.org # 04:00 Hours

Check-In Check-Out, CICO-SWIS BEHAVIORAL SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

Check-In Check-Out (CICO-SWIS) is a web-based decision-making system providing school/facility personnel with an online space to enter Check-In Check-Out (CICO) point card data easily and efficiently. Information entered into CICO-SWIS is confidential and secure. CICO-SWIS protects data through the use of account-specific passwords and high-quality data protection procedures. Participants will learn how to define behavior patterns in greater detail. Innumerable reports allow teams to dive into the data, getting more detailed information about specific questions related to the overall school-wide patterns, and student behavioral needs. Using these reports, teams can look at detailed information about success of targeted interventions for students and their referral patterns. Teams can use year-end reports to guide action planning for the referral patterns.

Intended Audience

Special education teachers, general education teachers, paraprofessionals, site administrators, and district administrators.

LCAP Priorities

 THE PREVENTION and INTERVENTION TEAM

© School Climate, Pupil Engagement, Pupil Achievement, Parent Involvement

– (442) 292-5094 x200  deborah.sarkesian@cahelp.org # 04:00 Hours

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Classroom Structure and Management BEHAVIORAL SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

This course is designed to assist participants in developing a classroom structure and management that will help limit the potential for undesired behaviors in your classroom. Participants will be introduced to the basic behavioral principles of antecedent-based strategies. We will explore classroom foundations, focusing on the physical arrangement of the classroom, and classroom management strategies to help students reach both academic and behavioral success.

Intended Audience

Special education teachers, general education teachers, and paraprofessionals.

LCAP Priorities

 RENEE GARCIA

PROGRAM SPECIALIST – (760) 646-8000 x291  renee.garcia@cahelp.org # 06:00 Hours

© School Climate, Pupil Engagement

Competing Pathways Charting BEHAVIORAL SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

This course focuses on simple and effective ways to assess student behavior with a short and easy team-based process using competing pathways charting, which is based on applied behavior science. Competing Pathways Charting (CPC) is a simple graphic organizer method that allows educators to create a document that will serve as a foundation to write a behavior support or intervention plan in short-fashion. Setting events, antecedents, target behavior, consequences, function of the behavior, and replacement behavior principles will be explored.

Intended Audience

Special education teachers, general education teachers, paraprofessionals, administrators, and school psychologists.

LCAP Priorities

 THE PREVENTION AND INTERVENTION TEAM

© Pupil Engagement, Pupil Achievement

– (442) 292-5094 x200  deborah.sarkesian@cahelp.org # 03:00 Hours

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Creating a Responsive Classroom BEHAVIORAL SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

This course will support teachers with identifying influences on student learning, creating a positive climate in their classrooms, and implementing an effective system for responding to behaviors by utilizing Evidence Based Classroom Practices. Participants will see twists on strategies they know and gather new approaches to use in their classroom, all while continuing to grow strong relationships with their students.

Intended Audience

Special education teachers, general education teachers, paraprofessionals, site administrators, and district administrators.

LCAP Priorities

 THE PREVENTION and INTERVENTION TEAM

© School Climate, Pupil Engagement, Pupil Achievement

– (442) 292-5094 x200  deborah.sarkesian@cahelp.org # 04:00 Hours

Crisis Prevention Institute (CPI) Non-Violent Crisis Intervention BEHAVIORAL SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

The Non-Violent Crisis Prevention Institute (CPI) is a two-part course focusing on crisis prevention and intervention. With a core philosophy of care, welfare, safety, and security and aligned with positive behavioral supports principles, it gives educators the skills to prevent, disengage, and physically withhold (as a last resort) dangerous situations safely and effectively. • Part/Day 1: This training will take place in person and will focus on the learning of non-verbal and verbal prevention and intervention of challenging behavior. • Part/Day 2: For this in-person training, participants will have to dress safely. Upon successfully demonstrating competency of disengagement skills, physical interventions, and passing of a written evaluation, participants will receive CPI certification which will be valid for 2 years.

Intended Audience

Special Education Teachers, Paraprofessionals, General Education Teachers, Campus Security, Occupational Therapist, Speech Therapists, School Psychologists, Counselors, Coaches, behavior specialists.

LCAP Priorities

 DANIELLE COTE

PROGRAM SPECIALIST – (760) 646-8000 x280  danielle.cote@cahelp.org # 12:00 Hours

© School Climate, Pupil Engagement, Pupil Achievement

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For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 Crisis Prevention Institute (CPI) Non-Violent Crisis Intervention Flex-Blended for Admins & Out-of-the Classroom Service Providers BEHAVIORAL SUPPORTS

The Non-Violent Crisis Prevention Institute (CPI) Flex Blended Learning for Administrators and Out-of-The-Classroom Service Providers, is a two-part course focusing on crisis prevention and intervention. With a core philosophy of care, welfare, safety, and security for all and aligned with positive behavioral supports principles, it gives administrators the skills to prevent, disengage, and physically withhold (as a last resort) dangerous situations safely and effectively. • Part/Day 1: The required 2 to 4 hour-long self-paced online modules will have to be completed three days before attending the part 2 training. The focus will be on the learning of non-verbal and verbal prevention and intervention of challenging behavior. A workbook will be provided to the participants to supplement the learning. • Part/Day 2: For the in-person training (joined by classroom personnel), participants will have to dress safely. Upon successfully demonstrating competency of disengagement skills, physical interventions, and passing of a written evaluation, participants will receive CPI certification which will be valid for 2 years.

Intended Audience

Administrators, school psychologists, speech and language pathologists, occupational therapists, physical therapists, behavior analysts, coaches, teachers-on-assignments, and nurses.

LCAP Priorities

 DANIELLE COTE

PROGRAM SPECIALIST – (760) 646-8000 x280  danielle.cote@cahelp.org # 10:00 Hours

© School Climate, Pupil Engagement, Pupil Achievement

Cultural Responsiveness: A Compilation of Classroom Strategies BEHAVIORAL SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

Understanding student’s lives and experiences can support teachers with ensuring a sense of belonging and shared respect in their classrooms. This session provides participants the opportunity to work together to create and identify strategies that showcase their individual teaching style through cultural responsiveness. Participants will be able to describe strategies to increase one’s awareness of their own culture and personal reasons for engaging in equity work and will learn strategies to include student voice within the classroom using music. Participants will also walk away with activities they can include in their everyday lessons.

Intended Audience

Paraprofessionals, general and special education teachers, site administrators, and district administrators.

LCAP Priorities

 THE PREVENTION AND INTERVENTION TEAM

© School Climate, Pupil Engagement, Pupil Achievement, Parent Involvement

– (442) 292-5094 x200  deborah.sarkesian@cahelp.org # 02:30 Hours

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Cultural Responsiveness: Family Edition BEHAVIORAL SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

Educators effectively build trust by having the ability to relate to the cultures of the families they serve. This course will provide discussion regarding the impact of cultural generation gaps and identify opportunities to include student and family voice within their MTSS framework. Participants will be guided through activities they can utilize to build stronger partnerships with their stakeholders/families.

Intended Audience

Paraprofessionals, general and special education teachers, site administrators, and district administrators.

LCAP Priorities

 THE PREVENTION AND INTERVENTION TEAM

© School Climate, Pupil Engagement, Parent Involvement, Other Pupil Outcomes

– (442) 292-5094 x200  deborah.sarkesian@cahelp.org # 02:00 Hours

Discouraging Problem Behaviors BEHAVIORAL SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

This course will focus on preventing, deescalating, and responding to defiance by utilizing Positive Behavioral Interventions and Supports (PBIS) strategies. There are going to be times when defiance happens, even when a positive system is in place and positive relationships are being fostered. Most often, students want to feel significant and get their needs met any way they can, and believe it or not they are not usually trying to annoy us. Participants will learn prevention strategies, identify function of behavior, and understand the principles of function-focused reinforcements using practical applications.

Intended Audience

Special education teachers, general education teachers, paraprofessionals, site administrators, and district administrators.

LCAP Priorities

 THE PREVENTION AND INTERVENTION TEAM

© School Climate, Pupil Engagement, Pupil Achievement

– (442) 292-5094 x200  deborah.sarkesian@cahelp.org # 04:00 Hours

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Enhancing Disciplinary Equity Through Data, Systems, and Practices BEHAVIORAL SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

Disciplinary equity honors student strengths through student voice, engages staff in self-awareness, and supports administrators in their efforts to address significant disproportionality by evaluating discipline policies and their explicit tie to equitable practices. This course will provide participants with a 5-point multicomponent approach to reduce discipline disproportionality in schools based on their unique culture and climate with strategies to enhance positive learning environments.

Intended Audience

Paraprofessionals, general and special education teachers, site administrators, and district administrators.

LCAP Priorities

 THE PREVENTION AND INTERVENTION TEAM

© School Climate, Pupil Engagement, Pupil Achievement, Parent Involvement

– (442) 292-5094 x200  deborah.sarkesian@cahelp.org # 02:30 Hours

Implementing Culturally Responsive Systems and Practices BEHAVIORAL SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

To be effective in multicultural classrooms, educators must have the ability to relate respectively with people of their own culture as well as those from other cultures. This course is designed to guide educators through activities that distinguish the differences between culture and climate on their campuses, and strategies for implementing culturally responsive practices. Participants will learn the core components of cultural responsiveness and how to use Positive Behavioral Interventions and Supports (PBIS) principles to change school cultures and systems to enhance educational equity. Intentional use of these strategies will support districts in reducing disproportionate practices.

Intended Audience

Paraprofessionals, general and special education teachers, site administrators, and district administrators.

LCAP Priorities

 THE PREVENTION AND INTERVENTION TEAM

© School Climate, Pupil Engagement, Pupil Achievement, Parent Involvement

– (442) 292-5094 x200  deborah.sarkesian@cahelp.org # 07:00 Hours

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For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 Managing Challenging Behaviors and Sensory Needs in Academic Environments BEHAVIORAL SUPPORTS

This presentation will help define sensory processing, self-regulation, and challenging behaviors that can occur in the school setting for students with sensory processing difficulties. This presentation will help the audience determine if the behavior exhibited is rooted in a sensory need or if another antecedent is resulting in a challenging behavior. Strategies to help manage undesired behaviors that inhibit access to a student’s academic environment will be explored. Sensory processing ability, sensory regulation and self-regulation will be discussed from an occupational therapy frame of reference.

Intended Audience

General and special education teachers, school psychologists, speech/language professionals, BCBA’s, counselors, and orthopedic impairment teachers.

LCAP Priorities

 CODI ANDERSEN

OT/PT SUPERVISOR

© Pupil Engagement, Basic Services

– (760) 955-3659  codi.andersen@cahelp.org # 02:00 Hours

MTSS Sustainability Network BEHAVIORAL SUPPORTS

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

The MTSS Sustainability Network provides a forum for practitioners representing school and districts to share successful strategies and resources, update their knowledge, and build capacity and sustainability within their school or district. The MTSS Sustainability Network will focus on providing strategies for embedding practices within your MTSS framework such as school and community collaboration, SEL, Cultural Responsiveness, and UDL. Key features of the model include integrated academic, behavior, and social-emotional components, b) data driven decision-making, c)evidence-based practices and d) development of a continuum of student supports.

Intended Audience

Special education teachers, general education teachers, paraprofessionals, school counselors, school psychologists, site administrators and district administrators.

LCAP Priorities

 DEBORAH SARKESIAN PROGRAM COORDINATOR – (442) 292-5094 x200  deborah.sarkesian@cahelp.org # 02:00 Hours

© School Climate, Pupil Engagement, Pupil Achievement, Parent Involvement, Other Pupil Outcomes

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For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 Nonviolent Crisis Intervention (CPI) Autism Spectrum Disorder Training BEHAVIORAL SUPPORTS

Interested in learning how to support Nonviolent Crisis Interventions (CPI) when working with learners with autism? Join our regional autism specific offerings of CPI, which include additional discussion topics and autism specific content embedded within the two-part course focusing on crisis prevention intervention. This course will provide participants with the skills to prevent, disengage and physically withhold (as a last resort) dangerous situations safely and effectively while keeping in mind the needs and differences of a learner with autism. • Part/Day 1: This training will take place in person and will focus on the learning of non-verbal and verbal prevention and intervention of challenging behavior. • Part/Day 2: For this in-person training, participants will have to dress safely. Upon successfully demonstrating competency of disengagement skills, physical interventions, and passing of a written evaluation, participants will receive CPI certification which will be valid for 2 years.

Intended Audience

Special Education Teachers, Paraprofessionals, General Education Teachers, Campus Security, Service Providers, Coaches, Behavior Staff

LCAP Priorities

 JENNIFER ROUNTREE PROGRAM SPECIALIST – (760) 646-8000 x288  jennifer.rountree@cahelp.org # 12:00 Hours

© School Climate, Pupil Engagement, Pupil Achievement

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 Positive Behavioral Intervention and Support (PBIS) Team Work- group Day (Early Childhood - 12) BEHAVIORAL SUPPORTS

This working day provides teams with an opportunity to review their current implementation plans, discuss next steps, action plan, and receive support as teams move through implementation steps. The Desert Mountain SELPA Positive Behavioral Interventions and Supports (PBIS) team members will be in the room providing coaching and facilitation as requested by teams. Participants will build on existing relationships with their site PBIS team, identify their existing level of implementation, and design an action plan for growth.

Intended Audience

Special education teachers, general education teachers, paraprofessionals, site administrators, and district administrators.

LCAP Priorities

 THE PREVENTION AND INTERVENTION TEAM

© School Climate, Pupil Engagement, Pupil Achievement, Parent Involvement

– (442) 292-5094 x200  deborah.sarkesian@cahelp.org # 06:00 Hours

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