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

2023 2024

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

EXPLORE OUR PROFESSIONAL LEARNING OPPORTUNITIES The 2023-24 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..............................................................................................................19 ASSESSMENT, EARLY CHILDHOOD EDUCATION......................................................20 AUTISM........................................................................................................................21 AUTISM, FAMILY ENGAGEMENT................................................................................30 BEHAVIORAL SUPPORTS...........................................................................................30 BEHAVIORAL SUPPORTS, SOCIAL/EMOTIONAL SUPPORTS...................................43 COLLEGE AND CAREER READINESS........................................................................44 COMMITTEES AND GROUPS......................................................................................46 COMMITTEES AND GROUPS, EARLY CHILDHOOD EDUCATION...............................48 EARLY CHILDHOOD EDUCATION...............................................................................49 EARLY CHILDHOOD EDUCATION, SOCIAL/EMOTIONAL SUPPORTS........................53 FAMILY ENGAGEMENT...............................................................................................54 INDIVIDUAL PROTECTIONS........................................................................................58 SOCIAL/EMOTIONAL SUPPORTS...............................................................................64 SPEECH AND HEARING.............................................................................................73 Professional Learning Pathways.....................................................................75 Index of LCAP Priorities.................................................................................92

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 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.

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

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

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

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

LCAP Priorities

KARINA QUEZADA

EDUCATIONAL PSYCHOLOGIST

(760) 955-3566 x karina.quezada@cahelp.org # 02:00 Hours

Achievement, Implementing State Standards, Course Access

Learning Disability Simulation Workshop ACADEMIC SUPPORTS

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

A disabilities simulation component will provide participants with the opportunity to experience the challenges of children with specific learning disabilities. An important goal of this course is to increase insight and empathy for children whose disabilities and social/emotional challenges impact their access to instruction and may cause disruptive behaviors. Practical manners in which to support children will be shared.

Intended Audience

Special education teachers, general education teachers, paraprofessionals, site administrators, speech- language pathologists, clinicians, and parents.

LCAP Priorities

KARINA QUEZADA

EDUCATIONAL PSYCHOLOGIST

(760) 955-3566 x karina.quezada@cahelp.org # 03:00 Hours

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New Special Education Teacher Support Network ACADEMIC SUPPORTS

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

The goal of this support network is to empower new special education teachers with the knowledge and skills needed for a successful start. The network is designed to provide a space for inquiry, application, and learning. Content will be provided through a blended learning model using self-paced modules, group meetings on zoom, and individual coaching sessions. The time commitment is approximately three hours to complete modules, one hour for monthly zoom sessions, and short individual coaching sessions as requested. Group sessions will be scheduled on zoom at 3:00 pm and individual support will be scheduled at participant’s request. Self-paced modules include Introduction to High-Leverage Practices in Special Education, Classroom Management, From Assessments to Goals, and IEP Meeting Basics. Tentative Schedule: 8/07 SEIS IEP Training (3 hours), 9/20, 10/25, 11/29, 1/24, 2/28, 3/20, 4/17

Intended Audience

New Special Education Teachers

LCAP Priorities

LINDA RODRIGUEZ

PROGRAM SPECIALIST (760) 646-8000 x289 linda.rodriguez@cahelp.org # 15:00 Hours

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

(760) 955-3659 x 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

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

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

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

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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

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

Transformative Practices for Learning ACADEMIC SUPPORTS

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

This is a four part series available upon request at your site or on zoom. The content is presented in short 90 minute, “PD bite,” sessions that include strategies to use right away. Session 1) Creating an Optimal Learning Environment through Relationships and Approach Session 2) The Art of Better Behavior Session 3) Learning Without Limits: A toolkit for instructional planning and scaffolding Session 4) Accessibility Tools to Leverage Learning

Intended Audience

Teachers and Instructional Coaches

LCAP Priorities

LINDA RODRIGUEZ

PROGRAM SPECIALIST (760) 646-8000 x289 linda.rodriguez@cahelp.org # 01:50 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 goal of this blended course is to equip coaches and teacher leads with the knowledge and tools to systematically implement Universal Design for Learning as a lens rather than a separate initiative. Debriefing and coaching sessions will be scheduled once participants are registered. The content is presented on canvas in four modules:

• Module 1- A “Big Picture of UDL” • Module 2- Going a Little Deeper • Module 3- The Research Based Guidelines • Module 4- UDL in Instruction The course content was developed by Placer County SELPA/Open Access Project.

Intended Audience

Grade-level Leads and Instructional Coaches

LCAP Priorities

LINDA RODRIGUEZ

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

Achievement, 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 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.

LCAP Priorities

KARINA QUEZADA

EDUCATIONAL PSYCHOLOGIST

(760) 955-3566 x karina.quezada@cahelp.org # 02:30 Hours

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 x sheila.parisian@cahelp.org # 03:00 Hours

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, in order to meet goals and objectives and to benefit educationally. This course will provide guidance in determining if a student requires additional intensive supports. 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.

LCAP Priorities

KARINA QUEZADA

EDUCATIONAL PSYCHOLOGIST

(760) 955-3566 x karina.quezada@cahelp.org # Hours

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 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.

LCAP Priorities

KARINA QUEZADA

EDUCATIONAL PSYCHOLOGIST

(760) 955-3566 x karina.quezada@cahelp.org # 02:30 Hours

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

Involvement, Implementing State Standards

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Autism Introduction and Connection to Practices AUTISM

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

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 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, and access additional resources and examples of supports in practice.

Intended Audience

Anyone new to autism, educators, service providers, families, and community members.

LCAP Priorities

JENNIFER ROUNTREE PROGRAM SPECIALIST (760) 646-8000 x288 jennifer.rountree@cahelp.org # 02:30 Hours

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

Intended Audience

Special education teachers, general education teachers, paraprofessionals, site administrators, service providers, clinicians, and families

LCAP Priorities

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

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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

It’s a wrap! Autism and EBPs in practice AUTISM

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

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

LCAP Priorities

JENNIFER ROUNTREE PROGRAM SPECIALIST (760) 646-8000 x288 jennifer.rountree@cahelp.org # 02:30 Hours

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Meeting the Social Communication Needs of Individuals with Autism AUTISM

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

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, or in the classroom 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 challenges, how they present in various environments, and identify at least two EBPs to support skill development.

Intended Audience

Special education teachers, general education teachers, paraprofessionals, service providers, parents, and clinicians

LCAP Priorities

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

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

Achievement, Parent Involvement

Putting EBPs into Practice: Antecedent-Based Interventions AUTISM

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

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 3-hour session connecting information from the module to practices in the classroom, in the community, or in the home. By the end of the training participants will be able to identify at least three examines of ABI, name the appropriate time to use ABI, and 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

LCAP Priorities

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

Putting EBPs into Practice: Peer-Based Instruction and Intervention AUTISM

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

The National Clearinghouse on Autism Evidence and Practice released the 2020 evidence-based practices report 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 affective practice to use. Examples of PBII will be shared, demonstrating how it can support student success in various domains. Participants will independently view on 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. 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.

LCAP Priorities

JENNIFER ROUNTREE PROGRAM SPECIALIST (760) 646-8000 x288 jennifer.rountree@cahelp.org # 02:30 Hours

Putting EBPs into Practice: Prompting AUTISM

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

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 independently view an online module then participate in a scheduled 3-hour session connecting information from the module back to practices in the classroom, in the community, or in the home. 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.

LCAP Priorities

JENNIFER ROUNTREE PROGRAM SPECIALIST (760) 646-8000 x288 jennifer.rountree@cahelp.org # 02:30 Hours

Putting EBPs into Practice: Reinforcement AUTISM

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

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. 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 three types of reinforcer’s, 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 individual with autism.

Intended Audience

General educators, special educators, service providers, clinicians, and families.

LCAP Priorities

JENNIFER ROUNTREE PROGRAM SPECIALIST (760) 646-8000 x288 jennifer.rountree@cahelp.org # 02:30 Hours

Putting EBPs into Practice: Social Narratives AUTISM

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

The National Clearinghouse on Autism Evidence and Practice released the 2020 evidence-based practices report identifying 28 evidence-based practices (EBPs) for autism. Social narratives is one of the 28 EBPs identified. This training will discuss social narratives, when to use them, how to write them, and why they are used. Examples of various social narratives will be shared, demonstrating how they can support student success in various social situations. Participants will independently view an online module then participate in a scheduled 3-hour session connecting information from the module back to practices. By the end of the training participants will be able to identify three types of social narratives, name various social situations where social narratives can be used, and identify what type of social narrative will be best to use with at least one individual with autism.

Intended Audience

General educators, special educators, service providers, clinicians, and families.

LCAP Priorities

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

Putting EBPs into Practice: Social Skills Training AUTISM

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

The National Clearinghouse on Autism Evidence and Practice released the 2020 evidence-based practices report identifying 28 evidence-based practices (EBPs) for autism. Social skills training (SST) is one of the 28 EBPs identified. This training will discuss social skills training, when it is used, and why it is effective. Examples of how social skills training is being used will be shared along with demonstrations of the different steps and how it supports 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 the components of SST, name various activities where SST can be used, and determine for at least one individual what skill to teach and how SST will be used to teach it.

Intended Audience

General educators, special educators, service providers, clinicians, and families.

LCAP Priorities

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

Putting EBPs into Practice: Time Delay AUTISM

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

The National Clearinghouse on Autism Evidence and Practice released the 2020 evidence-based report identifying 28 evidence- based practices (EBPs) for autism. Time delay is one of the 28 EBPs identified. This training will explain what time delay is, how to implement it, and why it is an effective practice. Examples of time delay will be shared, demonstrating how it can be used to support student success developing independence, and prevent prompt dependency. Participants will independently view an online module then participate in a scheduled 3-hour session connecting information from the module to practices. By the end of the training participants will be able to identify when to use time delay, identify the 2 types of time delay, and understand the procedure for using time delay and its connection to developing individual’s skills.

Intended Audience

General educators, special educators, service providers, clinicians, and families.

LCAP Priorities

JENNIFER ROUNTREE PROGRAM SPECIALIST (760) 646-8000 x288 jennifer.rountree@cahelp.org # 02:30 Hours

Putting EBPs into Practice: Video Modeling AUTISM

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

The National Clearinghouse on Autism Evidence and Practice released the 2020 evidence-based practices report identifying 28 evidence-based practices (EBPs) for autism. Video modeling is one of the 28 EBPs identified. This training will discuss what video modeling is, when it is used, how to create one, and why they are used. Examples of various video models will be shared demonstrating how they 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 practices in the classroom, in the community, or in the home. By the end of the training participants will be able to identify the four types of video models, name various activities where video models can be used, and identify one activity and the type of video model to use with at least one individual with autism.

Intended Audience

General educators, special educators, service providers, clinicians, and families.

LCAP Priorities

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

Putting EBPs into Practice: Visual Supports AUTISM

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

The National Clearinghouse on Autism Evidence and Practice released the 2020 evidence-based practices report identifying 28 evidence-based practices (EBPs) for autism. Visual supports is one of the 28 EBPs identified. This training will discuss visual supports, when, how, and why they are used. Examples of various visual supports will be shared, demonstrating how they 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, access additional resources, and examples of visual supports in practice. By the end of the training participants will be able to identify the three types of visual supports, name various activities where visual supports can be used, and identify what type of visual supports will be best to use with at least one individual with autism.

Intended Audience

General educators, special educators, service providers, clinicians, and families.

LCAP Priorities

JENNIFER ROUNTREE PROGRAM SPECIALIST (760) 646-8000 x288 jennifer.rountree@cahelp.org # 02:30 Hours

Real Talk Autism Edition: Resources & Supports for Educators AUTISM

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

Members of the regional California Autism Professional Training and Information Network (CAPTAIN X) will be offering group chats, sharing resources, and offering support related to students with autism. Join us for this interactive opportunity to build connections, create community, and fill your toolbox with tips, tools, and resources for autism. Grab your favorite beverage, a snack, and get ready to connect and grow with others as we work to grow the supports available to our autism community. This group meets monthly.

Intended Audience

Educators supporting individuals with autism, general and special educators, paraprofessionals, service providers and administrators

LCAP Priorities

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

Achievement, Parent Involvement

Real Talk Autism Edition: Resources and Supports for Clinicians AUTISM

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

Members of the Regional California Autism Professional Training and Information Network (Captain X) will be offering group chats, sharing resources, and offering support related to working with and supporting clients with autism. Join us for this interactive opportunity to build connections, create community, and fill your toolbox with tips, tools, and resources for autism. Grab your favorite beverage, a snack, and get ready to connect and grow with others as we work to build the supports available to our autism community. This group meets monthly.

Intended Audience

CLINICIANS, ERMHS CLINICIANS, AND OTHER MENTAL HEALTH PROVIDERS

LCAP Priorities

JENNIFER ROUNTREE PROGRAM SPECIALIST (760) 646-8000 x288 jennifer.rountree@cahelp.org # 01:00 Hours

Achievement, Parent Involvement

Understanding and Managing Behaviors in Autism AUTISM

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

We’ve all heard that behavior is communication, but often we forget to listen for the message. Hearing the message can be even more challenging when it comes from someone with autism. Behavior in autism can look different and happen for reasons that are often misunderstood. Restrictive, repetitive behaviors is a defining characteristic of autism. This training will discuss restrictive, repetitive patterns of behavior, and the impact they have on daily function. Hands on activities and video demonstrations will be used to help participants understand the impact of these behaviors at home, in the community, and at school. Evidence-based practices (EBPs) will be shared that support the development of skills and to help everyone manage the presence of these behaviors in a more successful way. By the end of the training, participants will be able to identify at least two ways behavior looks different in autism and at least two EBPs to use. Note: this course will be offered in two 3-hour sessions.

Intended Audience

Special education teachers, general education teachers, paraprofessionals, administrators, service providers, clinicians, and families

LCAP Priorities

JENNIFER ROUNTREE PROGRAM SPECIALIST (760) 646-8000 x288 jennifer.rountree@cahelp.org # 06:00 Hours

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