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.

PROFESSIONAL LEARNING & SERVICES GUIDE EFFECTIVE JULY 2026

17800 HIGHWAY 18, APPLE VALLEY, CA 92307 (760) 552-6700 WWW.CAHELP.ORG CALIFORNIA ASSOCIATION OF HEALTH AND EDUCATION LINKED PROFESSIONS

EXPLORE OUR PROFESSIONAL LEARNING OPPORTUNITIES The 2026-27 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........................................................22 AUTISM............................................................................................................................ 22 AUTISM, FAMILY ENGAGEMENT...................................................................................24 BEHAVIORAL SUPPORTS..............................................................................................25 BEHAVIORAL SUPPORTS, SOCIAL/EMOTIONAL SUPPORTS...................................38 COLLEGE AND CAREER READINESS............................................................................41 COMMITTEES AND GROUPS.........................................................................................42 COMMITTEES AND GROUPS, EARLY CHILDHOOD EDUCATION...............................44 EARLY CHILDHOOD EDUCATION..................................................................................44 EARLY CHILDHOOD EDUCATION, SOCIAL/EMOTIONAL SUPPORTS.......................48 FAMILY ENGAGEMENT...................................................................................................50 INDIVIDUAL PROTECTIONS..........................................................................................56 SOCIAL/EMOTIONAL SUPPORTS.................................................................................64 SPEECH AND HEARING................................................................................................. 79 Professional Learning Pathways..........................................................81 Index of LCAP Priorities......................................................................... 95

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 Letitia Macaraeg at 760-955-3552 or email letitia.macaraeg@cahelp.org.

Interconnected Multi-Tiered Systems of Support (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 offered either as an online course module or as a live virtual session via Zoom.

CAHELP JPA

RECOMMENDATIONS FOR

EXPLORE FREE OR LOW-COST TRAINING AND COLLABORATION OPPORTUNITIES AVAILABLE TO DESERT MOUNTAIN AND CHARTER SELPA MEMBERS. THESE SESSIONS ARE DESIGNED TO HELP YOU BUILD A STRONG FOUNDATION IN IEP DEVELOPMENT. CONNECT WITH YOUR LEA PROGRAM SPECIALIST FOR COACHING AND SUPPORT.

RECOMMENDED TRAININGS:

SPECIAL EDUCATION INFORMATION SYSTEM (SEIS) TRAINING (AVAILABLE MONTHLY ON ZOOM) THE COMPLIANT IEP AND GOAL WRITING ENHANCING PARENT ENGAGEMENT IN THE IEP PROCESS THE LEGALLY COMPLIANT IEP: MASTERING SEIS FORMS (SELF-PACED COURSE)

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

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 Co-Teaching Approaches and Effective Co-Planning and Co-Assessing ACADEMIC SUPPORTS In this course, educators will deepen their understanding of various co-teaching approaches and how to apply them to meet the diverse needs of students. The course emphasizes the importance of effective co-planning and co-assessing, providing participants with practical strategies for collaboratively designing lessons and evaluating student progress. Educators will leave with practical tools to implement co-teaching strategies that promote an inclusive and dynamic learning environment, ensuring that every student has the support they need to succeed. To maximize the impact of the learning experience, co-teaching teams are strongly encouraged to attend the course together.

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 # 3:00 Hours

Achievement, Implementing State Standards, Course Access

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 Co-Teaching: Purpose, Benefits, and Building Parity in Professional Partnerships ACADEMIC SUPPORTS This course explores co-teaching by focusing on its purpose, benefits, and key elements for fostering successful professional partnerships. Emphasizing parity, educators will learn how to establish balanced, collaborative relationships that enhance instructional practices. The course also covers essential skills such as effective communication and conflict resolution, helping educators navigate challenges and maintain positive partnerships. Participants will gain strategies to create an inclusive classroom environment that supports student engagement and achievement through shared responsibility and teamwork. To maximize the impact of the learning experience, co-teaching teams are strongly encouraged to attend the course together.

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 # 3:00 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

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

LCAP Priorities

KARINA QUEZADA EDUCATIONAL PSYCHOLOGIST (760) 955-3566 x karina.quezada@cahelp.org # 6:00 Hours

Achievement, Implementing State Standards, Course Access

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 High-Impact Teaching: A Practical Guide to Explicit Instruction ACADEMIC SUPPORTS This training introduces educators to Anita Archer’s Explicit Instruction model, a practical and research supported approach that strengthens student learning across all subject areas. During the session, participants will explore how to plan and deliver lessons that are clear, focused, and engaging. Educators will leave with easy-to-use routines and strategies they can apply immediately to their instruction.

Intended Audience

Special education teachers and general education teachers.

LCAP Priorities

LINDA RODRIGUEZ

PROGRAM SPECIALIST (760) 646-8000 x289 linda.rodriguez@cahelp.org # 6:00 Hours

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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

Step into the shoes of students with learning disabilities in this eye-opening workshop. Through simulations, you’ll experience the challenges students with learning disabilities face during instruction. The primary goal of the workshop is to build empathy and deepen your understanding of the day to day challenges students face.

Intended Audience

Special education teachers, general education teachers, paraprofessionals, site administrators, and service providers.

LCAP Priorities

LINDA RODRIGUEZ

PROGRAM SPECIALIST (760) 646-8000 x289 linda.rodriguez@cahelp.org # 3:00 Hours

Standards, Course Access

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 Literacy 1 - Interpreting Cognitive and Achievement Data: Identifying Reading Challenges and Effective Interventions ACADEMIC SUPPORTS This training equips teachers and para-educators (Transitional Kindergarten–12th grade) with the knowledge to interpret cognitive and achievement data from informal assessments, formal assessments, and psycho- educational reports. Participants will explore key areas of reading deficits, including phonological processing, decoding, fluency, and comprehension, to better understand reading challenges and disabilities. The session will provide strategies for using assessment data to guide targeted interventions in both general and special education settings, ensuring that students receive the appropriate support to improve their reading skills. You are encouraged to sign up for all 5 sessions.

Intended Audience

General education teachers, special education teachers, paraprofessionals, educational psychologists, and instructional coaches.

LCAP Priorities

MISTY UBINA

PROGRAM SPECIALIST (760) 646-8000 x293 misty.ubina@cahelp.org # 6:00 Hours

Services, Pupil Achievement, Implementing State Standards, Course Access, 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 Literacy 2 - The Science of Reading: Understanding How the Brain Learns to Read ACADEMIC SUPPORTS This training provides an in-depth exploration of the cognitive processes involved in reading acquisition and the complexities of literacy development. Participants will examine the critical relationship between language and literacy, gaining insight into the foundational skills necessary for proficient reading. The session will also address the major types of reading difficulties, highlighting the importance of assessment in prevention and early intervention. Educators will leave with a deeper understanding of evidence-based reading practices that support all learners in achieving literacy success. You are encouraged to sign up for all 5 sessions.

Intended Audience

General education teachers, special education teachers, paraprofessionals, educational psychologists, and instructional coaches.

LCAP Priorities

MISTY UBINA

PROGRAM SPECIALIST (760) 646-8000 x293 misty.ubina@cahelp.org # 6:00 Hours

Services, Pupil Achievement, Implementing State Standards, 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 Literacy 3 - Mastering Phonological Awareness: Exploring Sounds ACADEMIC SUPPORTS This training provides a comprehensive exploration of phonology and its critical role in reading and spelling development. Participants will examine the progression of phonological skills, with a focus on phonemic awareness, and gain a deeper understanding of consonant and vowel phonemes in the English language. The session will also address strategies for recognizing and responding to errors commonly made by English learners and dialect speakers. Educators will leave with practical knowledge and tools to support students in developing strong foundational reading skills. You are encouraged to sign up for all 5 sessions.

Intended Audience

General education teachers, special education teachers, paraprofessionals, educational psychologists, and instructional coaches.

LCAP Priorities

MISTY UBINA

PROGRAM SPECIALIST (760) 646-8000 x293 misty.ubina@cahelp.org # 6:00 Hours

Services, Pupil Achievement, Implementing State Standards, Course Access, Other Pupil Outcomes

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Literacy 4 - Effective Phonics Instruction for Word Recognition and Spelling ACADEMIC SUPPORTS

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

This training focuses on the principles of effective phonics instruction, emphasizing code-emphasis approaches and the structure of English orthography. Participants will explore the connection between phonemes and orthographic patterns to enhance word recognition and spelling skills. The session will also introduce strategies for designing and implementing effective phonics lessons, providing practical applications that can be applied in the classroom. Educators will leave with the knowledge and tools needed to support students in developing strong foundational literacy skills. You are encouraged to sign up for all 5 sessions.

Intended Audience

General education teachers, special education teachers, paraprofessionals, educational psychologists, and instructional coaches.

LCAP Priorities

MISTY UBINA

PROGRAM SPECIALIST (760) 646-8000 x293 misty.ubina@cahelp.org # 6:00 Hours

Services, Pupil Achievement, Implementing State Standards, 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 Literacy 5 - Beyond Basics: Effective Strategies for Decoding, Spelling, and Word Recognition ACADEMIC SUPPORTS This training builds on foundational literacy skills by advancing participants’ understanding of English orthography, including syllable types and division. Educators will explore the etymology and morphology of words to deepen students’ decoding and spelling abilities. The session will also demonstrate advanced word study lessons and instructional routines that enhance word recognition. Participants will leave with practical strategies to support students in developing more sophisticated literacy skills for reading and writing success. You are encouraged to sign up for all 5 sessions.

Intended Audience

General education teachers, special education teachers, paraprofessionals, educational psychologists, and instructional coaches.

LCAP Priorities

MISTY UBINA

PROGRAM SPECIALIST (760) 646-8000 x293 misty.ubina@cahelp.org # 6:00 Hours

Services, Pupil Achievement, Implementing State Standards, Course Access, Other Pupil Outcomes

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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) 646-8000 x433 codi.andersen@cahelp.org # 2:00 Hours

UDL Immersion ACADEMIC SUPPORTS

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

This dynamic blended course is designed specifically for site teams, guiding you through the Universal Design for Learning (UDL) framework. You’ll explore key concepts through flexible, self-paced modules, all while diving deeper during coaching sessions with the trainer. Together, uncover how UDL can drive more inclusive, effective instruction across your school community. Contact trainer for registration information. Course Overview Module 1: Grounding work in UDL Module 2: Foundation of the Guidelines Module 3: Developing Lessons Plans with UDL Module 4: Tips, Tricks, Tools, and Time for Getting Started

Intended Audience

Site Teams: administrators, curriculum coordinators, coaches, and teachers.

LCAP Priorities

LINDA RODRIGUEZ

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

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 Comprehensive Assessment and Report Writing in Speech- Language Pathology ASSESSMENT Offered through Canvas, this self-paced, online course is designed for speech-language pathologists to strengthen their skills in conducting thorough assessments and writing legally compliant evaluation reports. Participants will learn the procedures outlined in the Individuals with Disabilities Education Act (IDEA) and California Education Code, with a focus on eligibility criteria for speech and language impairments and the essential components of comprehensive evaluation reports. The course also covers legal and ethical considerations in assessment and report writing, offering practical exercises such as self-assessing written reports and analyzing case scenarios to avoid common pitfalls. Continuation Education (CE) hours for SLPs and SLPAs available, please refer to the OMS registration link for more information.

Intended Audience

Speech-language pathologists, interns, and site administrators.

LCAP Priorities

IVAN CAMPOS

PROGRAM SPECIALIST (760) 646-8000 x266 ivan.campos@cahelp.org # 3:00 Hours

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 Interpreting Informal and Formal Assessments to Enhance Reading Growth through Targeted Interventions ASSESSMENT In this training, participants will learn how to effectively use achievement and cognitive processing data to assess student needs and determine appropriate interventions. The session will explore various data sources, including standardized and informal assessments, as well as progress monitoring tools, to identify students’ reading strengths and challenges. Participants will gain an understanding of key areas of reading deficits, such as phonological processing, to support improvements in decoding, fluency, and comprehension skills. Educators will leave the training with practical tools to adjust their teaching approaches based on data, ensuring that their reading practices are responsive to student needs and promote optimal growth and success.

Intended Audience

General and special education teachers, paraeducators, and school psychologists.

LCAP Priorities

RORY HAZEN

PROGRAM SPECIALIST (760) 646-8000 x387 rory.hazen@cahelp.org # 3:00 Hours

Services, Pupil Achievement, Course Access, Other Pupil Outcomes

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Introduction to Augmentative and Alternative Communication (AAC) ASSESSMENT

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

This self-paced, online course, offered through Canvas, introduces participants to Augmentative and Alternative Communication (AAC) systems and their critical role in providing communication access as a fundamental human right. Participants will explore the different levels of AAC technology, from simple, low-tech tools to advanced speech-generating devices. The course will also address common misconceptions about AAC and provide clarity on its benefits. Guided case scenarios will offer opportunities for analysis and reflection on the importance of AAC and its application in supporting individuals who rely on AAC for communication. Continuation Education (CE) hours for SLPs and SLPAs available, please refer to the OMS registration link for more information.

Intended Audience

Speech-language pathologists, speech-language pathology assistants, interns, special education teachers, and site administrators.

LCAP Priorities

IVAN CAMPOS

PROGRAM SPECIALIST (760) 646-8000 x266 ivan.campos@cahelp.org # 3:00 Hours

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 are essential for providing equitable access to the curriculum for all students. This course introduces the SETT framework — a collaborative, four-part decision- making model standing for Student abilities and concerns, Environments where barriers exist, Tasks and expectations, and Tools that support student needs. This framework guides data collection to ensure students receive the AT support necessary to progress toward their IEP goals. Participants will also explore AT options through built-in accessibility features on various devices, as well as commonly used software applications.

Intended Audience

General and special education teachers, school psychologists, paraprofessionals, site administrators, and speech-language pathologists.

LCAP Priorities

RORY HAZEN

PROGRAM SPECIALIST (760) 646-8000 x387 rory.hazen@cahelp.org # 6:00 Hours

Access, 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 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 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

Intended Audience

Special education teachers, general education teachers, administrators, school psychologists, speech pathologists

LCAP Priorities

KARINA QUEZADA EDUCATIONAL PSYCHOLOGIST (760) 955-3566 x karina.quezada@cahelp.org # 4:00 Hours

Involvement, Implementing State Standards

Understanding Accessibility Resources within the CAASPP ASSESSMENT

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

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

AGUSTINA GARCIA

PROGRAM SPECIALIST (760) 646-8000 x292 agustina.garcia@cahelp.org # 2:30 Hours

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 Getting Started with the Desired Results Developmental Profile (DRDP 2015) ASSESSMENT, EARLY CHILDHOOD EDUCATION Beginning in the 2024/25 school year, all 3-, 4-, and 5-year-old students with an IEP (including speech only) must have the DRDP completed twice a year, regardless of setting (Preschool, TK or Kindergarten, virtual or in- person). The data then must be reported in SEIS and SELPA reports the DRDP data to the California Department of Education (CDE) to be included in the federal Office of Special Education Programs (OSEP) reporting. This optional training session: Getting Started with the Desired Results Developmental Profile (DRDP 2015) will give participants an introduction to the DRDP tool and explore its history and purpose. It will guide them through the steps to complete the required CDE training, address how to enter data from the DRDP into SEIS, and answer any other questions, including timelines and trouble shooting.

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 # 2:00 Hours

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 Improving Classroom Supports for Students with Autism: Foundations & Evidence-Based Practices AUTISM This four-day professional learning series builds foundational knowledge and practical skills for educators supporting students with autism. Participants will develop a clearer understanding of autism and learn how to implement evidence-based practices that support student engagement and independence across school settings. In-person training sessions are paired with online modules to reinforce learning and support implementation. Participants will complete online modules prior to each day of in-person content. Course content includes 10 hours online and 12 hours in-person. • Day 1: Introduction to Autism and Evidence-Based Practices • Day 2: Reinforcement in Practice • Day 3: Prompting in Practice • Day 4: Visual Supports in Practice

Intended Audience

Classroom teams, special education teachers, paraprofessionals/instructional aides, service providers, and administrators.

LCAP Priorities

JENNIFER ROUNTREE PROGRAM SPECIALIST (760) 646-8000 x288 jennifer.rountree@cahelp.org # 22:00 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 Introduction to Autism for General Education Teachers and Staff AUTISM Supporting students with disabilities in general education settings can be both challenging and rewarding. Students with disabilities such as autism may communicate, interact, behave, and learn in ways that are different from most other individuals. The learning, thinking, and problem-solving abilities of people with autism can range from gifted to severely challenging. This presentation is packed with simple, easy to use strategies to use in the general education classroom to help prevent behaviors and make inclusion a rewarding experience for both students and educators.

Intended Audience

General education teachers and staff.

LCAP Priorities

JENNIFER ROUNTREE PROGRAM SPECIALIST (760) 646-8000 x288 jennifer.rountree@cahelp.org # 3:00 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. PEERS online referral link - https://cahelporg.finalsite. com/form-landing-page/~form-uuid/2adefa00-568b-4d7b-9a8b-3b7f2558acce Total hours per week: 1:30

Intended Audience

Adolescents with autism and family/social coaches.

LCAP Priorities

JENNIFER ROUNTREE PROGRAM SPECIALIST (760) 646-8000 x288 jennifer.rountree@cahelp.org # 1:30 Hours

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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

In professional development, it is often said that behavior is a form of communication, yet we sometimes overlook the message it conveys. This can be especially true when working with individuals on the autism spectrum, where behaviors may differ significantly and are frequently misunderstood. Restrictive and repetitive behaviors are core characteristics of autism, but their underlying causes and effects can be complex. This training will focus on the role of restrictive, repetitive behaviors and how they impact daily functioning. Through hands-on activities and video demonstrations, participants will gain a deeper understanding of these behaviors across various environments. We will also explore evidence-based practices (EBPs) that promote self-regulation and skill development, equipping participants with the tools needed to better comprehend and address these behaviors effectively.

Intended Audience

Special education teachers, general education teachers, paraprofessionals, administrators, SLPs, OTs, parents & clinicians.

LCAP Priorities

JENNIFER ROUNTREE PROGRAM SPECIALIST (760) 646-8000 x288 jennifer.rountree@cahelp.org # 2:30 Hours

Autism Supports for Parents AUTISM, FAMILY ENGAGEMENT

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

Parenting a child with autism brings both unique joys and challenges. This training series will help parents and caregivers understand autism and provide practical tools for supporting their child’s learning and interactions. Over four days, key topics will be covered such as building connection and self-regulation, the importance of routines, and fostering flexibility and social skills. Participants will leave with actionable tools, hands-on practice, and resources for continued support. Note: Each training is 2 hours.

Intended Audience

Parents and caregivers of individuals with autism.

LCAP Priorities

JENNIFER ROUNTREE PROGRAM SPECIALIST (760) 646-8000 x288 jennifer.rountree@cahelp.org # 8:00 Hours

Behavior Intervention Plan (BIP) BEHAVIORAL SUPPORTS

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

The Behavior Intervention Plan (BIP) course is designed to provide educators and professionals with a foundational understanding of how to develop and implement effective behavior intervention strategies. This training will focus on the key components of the Special Education Information System (SEIS) plan, helping participants assess and address challenging behaviors. By the end of the session, participants will be equipped with the knowledge and tools to create personalized, effective behavior plans that align with Positive Behavior Support (PBS) principles and promote successful outcomes for students.

Intended Audience

Special education teachers, school psychologists, school administrators, and behavior analysts/specialists.

LCAP Priorities

DANIELLE COTE

PROGRAM SPECIALIST (760) 646-8000 x280 danielle.cote@cahelp.org # 3:00 Hours

Bullying Prevention and Intervention BEHAVIORAL SUPPORTS

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

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

Engagement, Basic Services, Pupil Achievement, Parent Involvement, Other Pupil Outcomes

(760) 646-8000 x333 deborah.sarkesian@cahelp.org # 4:00 Hours

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 are unresponsive to Tier 1 practices and systems, do not require more immediate individualized interventions, and 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

(760) 646-8000 x333 deborah.sarkesian@cahelp.org # 4:00 Hours

CICO Adaptations BEHAVIORAL SUPPORTS

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

This training will explore how to adapt the Check-In Check-Out (CICO) intervention to better support diverse student needs. Participants will engage in a grounding activity to reflect on the importance of adaptation, followed by a discussion on why CICO modifications are necessary. Key adaptations covered will include: 1. Breaks are Better: A structured approach to integrating breaks for students who need self- regulation support. 2. Check, Connect, Expect: A relationship-based adaptation that strengthens student-teacher connections while maintaining accountability. By the end of this session, participants will have a clear understanding of how to implement these CICO adaptations effectively, ensuring that all students receive the support they need to succeed

Intended Audience

Paraprofessionals, general and special education teachers, site administrators, and PBIS/MTSS teams.

LCAP Priorities

THE PREVENTION AND INTERVENTION TEAM

(760) 646-8000 x333 deborah.sarkesian@cahelp.org # 2:30 Hours

CICO-SWIS Application 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

(760) 646-8000 x333 deborah.sarkesian@cahelp.org # 4:00 Hours

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

(760) 646-8000 x333 deborah.sarkesian@cahelp.org # 3:00 Hours

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

(760) 646-8000 x333 deborah.sarkesian@cahelp.org # 4:00 Hours

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 BEHAVIORAL SUPPORTS This Nonviolent Crisis Intervention Prevention Institute (CPI) is a two-part training focusing on crisis prevention and intervention strategies. Grounded in the core principles of care, welfare, safety, and security, and aligned with positive behavioral support practices, participants will gain the necessary skills to prevent, de-escalate, and—only as a last resort—safely apply physical interventions in dangerous situations. Course Structure: Part/Day 1: In-Person Training: Focuses on non-verbal and verbal prevention and intervention strategies for managing distressing behavior. Part/Day 2: In-Person Training & Certification: To ensure safety, comfortable clothing and shoes are required. Successful completion requires demonstrating competency in disengagement skills, physical interventions, and passing a written evaluation. Upon completion, participants will receive a CPI certification, valid for two years. This course provides essential skills to promote a safe and supportive environment while upholding best practices in crisis prevention and intervention.

Intended Audience

Special education teachers, paraprofessionals, general education teachers, campus security, occupational therapist, speech therapists, school psychologists, counselors, coaches, and behavior specialists.

LCAP Priorities

DANIELLE COTE

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

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 Learning Recertification BEHAVIORAL SUPPORTS This Nonviolent Crisis Prevention Institute (CPI) Flex Blended Learning course is designed for re-certifying administrators and out-of-the-classroom service providers. The two-part training focuses on crisis prevention and intervention, emphasizing care, welfare, safety, and security for all while aligning with positive behavioral support principles. Participants will gain the necessary skills to prevent, de-escalate, and—only as a last resort— safely apply physical interventions in dangerous situations. Course Structure: Part/Day 1: Self-Paced Online Modules (2-4 Hours). Participants must complete the required online modules at least three days before the in-person training. This portion focuses on nonverbal and verbal prevention strategies and intervention techniques for managing distressing behavior. A workbook will be provided to the participants to supplement the learning. Part/Day 2: In-Person Training. Participants will join classroom personnel for a hands-on training session. To ensure safety, comfortable clothing and shoes are required. Successful completion requires demonstrating competency in disengagement skills, physical interventions, and passing a written evaluation. Upon completion, participants will receive a CPI certification, valid for two years. This course provides essential skills to promote a safe and supportive environment while upholding best practices in crisis prevention and intervention.

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

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 De-Escalation Strategies for Educators: Creating Calm, Restoring Control, and Supporting Student Success BEHAVIORAL SUPPORTS This interactive and practical session is designed to equip educators with effective de-escalation strategies that promote safe, respectful, and responsive learning environments. Grounded in the understanding that behavior is a form of communication, the course begins by examining how individual value systems and perspectives shape our responses to student behavior. Participants will explore brain states that influence regulation, learn to recognize early signs of escalation, and understand each phase of the de-escalation cycle. Emphasis is placed on using calm, confident communication, trauma-informed practices, and post-incident reflection to restore connection and foster student resilience. By the end of the session, educators will be better prepared to respond to challenging behaviors with clarity, empathy, and control.

Intended Audience

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

LCAP Priorities

DANIELLE COTE

PROGRAM SPECIALIST (760) 646-8000 x280 danielle.cote@cahelp.org # 1:30 Hours

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