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

2025 2026

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

EXPLORE OUR PROFESSIONAL LEARNING OPPORTUNITIES The 2025-26 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............................................................................................................. 20 ASSESSMENT, EARLY CHILDHOOD EDUCATION......................................................24 AUTISM....................................................................................................................... 25 AUTISM, FAMILY ENGAGEMENT................................................................................28 BEHAVIORAL SUPPORTS...........................................................................................29 BEHAVIORAL SUPPORTS, SOCIAL/EMOTIONAL SUPPORTS...................................40 COLLEGE AND CAREER READINESS........................................................................44 COMMITTEES AND GROUPS......................................................................................45 COMMITTEES AND GROUPS, EARLY CHILDHOOD EDUCATION...............................48 EARLY CHILDHOOD EDUCATION...............................................................................48 EARLY CHILDHOOD EDUCATION, SOCIAL/EMOTIONAL SUPPORTS........................53 FAMILY ENGAGEMENT...............................................................................................54 INDIVIDUAL PROTECTIONS.........................................................................................61 SOCIAL/EMOTIONAL SUPPORTS...............................................................................67 SPEECH AND HEARING.............................................................................................79 Professional Learning Pathway......................................................................86 Index of LCAP Priorities.................................................................................97

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.

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

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 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. This training can be taken independently or as part of our Literacy Pathway Series for certification. For more details, please refer to the Professional Learning Pathway section.

Intended Audience

General Education Teachers, Special Education Teachers, Paraprofessionals, Educational Psychologists, Instructional Coaches

LCAP Priorities

MISTY UBINA

PROGRAM SPECIALIST (760) 646-8000 x293 misty.ubina@cahelp.org # 06:00 Hours

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 # 03:00 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 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 # 03:00 Hours

Achievement, Implementing State Standards, Course Access

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 # 06:00 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 Effective Phonics Instruction: Teaching Word Recognition and Spelling ACADEMIC SUPPORTS

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. This training can be taken independently or as part of our Literacy Pathway Series for certification. For more details, please refer to the Professional Learning Pathway section.

Intended Audience

General Education Teachers, Special Education Teachers, Paraprofessionals, Educational Psychologists, Instructional Coaches.

LCAP Priorities

MISTY UBINA

PROGRAM SPECIALIST (760) 646-8000 x293 misty.ubina@cahelp.org # 06:00 Hours

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 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. This training can be taken independently or as part of our Literacy Pathway Series for certification. For more details, please refer to the Professional Learning Pathway section of this guide.

Intended Audience

General Education Teachers, Special Education Teachers, Paraprofessionals, Educational Psychologists, Instructional Coaches

LCAP Priorities

MISTY UBINA

PROGRAM SPECIALIST (760) 646-8000 x293 misty.ubina@cahelp.org # 06:00 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 student’s 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 # 03:00 Hours

Mastering Phonological Awareness: Exploring Sounds ACADEMIC SUPPORTS

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

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. This training can be taken independently or as part of our Literacy Pathway Series for certification. For more details, please refer to the Professional Learning Pathway section.

Intended Audience

General Education Teachers, Special Education Teachers, Paraprofessionals, Educational Psychologists, Instructional Coaches

LCAP Priorities

MISTY UBINA

PROGRAM SPECIALIST (760) 646-8000 x293 misty.ubina@cahelp.org # 06:00 Hours

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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) 646-8000 x433 codi.andersen@cahelp.org # 03:00 Hours

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) 646-8000 x433 codi.andersen@cahelp.org # 02:00 Hours

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Supporting Age-Appropriate Fine & Gross Motor Activities ACADEMIC SUPPORTS

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

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

Intended Audience

TK-Kindergarten general ed teachers.

LCAP Priorities

CODI ANDERSEN

OT/PT SUPERVISOR (760) 646-8000 x433 codi.andersen@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 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. This training can be taken independently or as part of our Literacy Pathway Series for certification. For more details, please refer to the Professional Learning Pathway section of this guide.

Intended Audience

General Education Teachers, Special Education Teachers, Paraprofessionals, Educational Psychologists, Instructional Coaches.

LCAP Priorities

MISTY UBINA

PROGRAM SPECIALIST (760) 646-8000 x293 misty.ubina@cahelp.org # 06:00 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) 646-8000 x433 codi.andersen@cahelp.org # 02:00 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

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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

Federal and state laws require that English learners (ELs) with disabilities receive a linguistically appropriate IEP to ensure equitable educational opportunities. Grounded in the California English Learner Roadmap and California’s Practitioners’ Guide for Educating English Learners with Disabilities, this workshop series will provide educators with essential practices, tools, and supports for serving ELs with disabilities. This session will explore the legal requirements and moral imperative of effectively supporting ELs through: • The pre-referral process, identification, and assessment procedures • Best practices for instructing ELs with disabilities • Developing linguistically appropriate IEPs and writing meaningful IEP goals • Understanding the reclassification process for dually identified Els

Intended Audience

General education teachers, special education teachers, educational psychologists, speech-language pathologists, bilingual/ELD personnel, and administrators.

LCAP Priorities

KARINA QUEZADA

EDUCATIONAL PSYCHOLOGIST

(760) 955-3566 x karina.quezada@cahelp.org # 04:00 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 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, site administrators

LCAP Priorities

IVAN CAMPOS

PROGRAM SPECIALIST (760) 646-8000 x266 ivan.campos@cahelp.org # 03:00 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 Cracking the Code: 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 # 03:00 Hours

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

Ensuring equal opportunity for all students to access instruction and demonstrate learning is a fundamental principle of public education. This training will provide participants with an in-depth understanding of accessibility resources and their role in supporting student success in both classroom instruction and assessment settings. The Smarter Balanced Assessment System was designed to maximize accessibility for all students. This course will cover the: • Importance of accessibility features and resources • Various universal tools, designated supports, and accommodations available • Initial steps for identifying appropriate supports for each student • Effective implementation by exploring examples of student learning needs

Intended Audience

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

LCAP Priorities

ANNETTE REGO

PROGRAM SPECIALIST (760) 646-8000 x386 annette.rego@cahelp.org # 02:00 Hours

Achievement, Parent Involvement, Implementing State Standards

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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, site administrators.

LCAP Priorities

IVAN CAMPOS

PROGRAM SPECIALIST (760) 646-8000 x266 ivan.campos@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 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

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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 # 04:00 Hours

Achievement, Parent Involvement, Implementing State Standards

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

Equal opportunity for all students to access instruction and demonstrate learning is a fundamental principle of public education. Accessibility resources represent a set of tools that help a student better access classroom instruction. They are also provided in a testing environment so that students can do their best to demonstrate their knowledge and skills. The Smarter Balance Assessment System was designed to maximize accessibility for all students. An array of universal tools, designated supports, and accommodations are available to help ensure that Smarter Balance summative and interim assessments generate a fair and accurate estimate of each student’s achievement. The participants of this course will: • Understand the importance of accessibility resources. • Learn about the various universal tools, designated supports, and accommodation available within the Smarter Balance System.

Intended Audience

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

LCAP Priorities

ANNETTE REGO

PROGRAM SPECIALIST (760) 646-8000 x386 annette.rego@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

Beginning in 2024/25, all 3-5 year-old students with an IEP (including speech only) must have the DRDP completed twice a year, regardless of setting. 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 data is used to fulfill the requirements for the State Performance Plan (SPP) Indicator 7: Child Outcomes. The DRDP is an observational assessment for children from birth through five years of age and is comprised of developmental and pre-academic domains representing important areas of learning and development. The Desired Results System is an initiative of the CDE developed to inform decisions about the effectiveness of its child development, early intervention, and early childhood special education services and programs. This reporting helps ensure that California will continue to receive federal funding for special education programs. The CDE, Special Education Department (SED) uses the DRDP information to determine whether local school district programs are making a positive difference for young children in California and their families. The required training is exclusively online, is self-paced, and is free to attend. There are 3 required modules. This training needs to be completed only once (not annually) however, the DRDP must be completed regardless of whether staff has completed the modules or not. To register, create an account here: https://draccesslearn.org/ For assistance, contact the Desired Results Access Project: DRAccess.org | Phone: 800-673-9220 | Email: info@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

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 3-5 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 # 02:00 Hours

Involvement, Implementing State Standards

Autism Introduction & Connection to Our Practices AUTISM

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

This introductory course provides a foundational understanding of Autism Spectrum Disorder (ASD), exploring core characteristics, impact of learners and effective strategies for support. The course will delve into four major areas commonly impacted by autism: social skills, communication & language, repetitive patterns of behavior, and thinking & learning. Additionally, the course will discuss ways to support learners with autism including the use of evidence-based practices (EBPs) and where to location additional resources. This course is self-paced and includes completion of an online module, practice activities, and discussion topics to enhance learning and application.

Intended Audience

Educators, service providers, clinicians, behavioral support staff, families and anyone supporting learners with autism.

LCAP Priorities

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

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’s 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 # 02:00 Hours

Using Prompting: Introduction & Practice AUTISM

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

Prompting is a commonly used strategy to help learners with autism complete tasks, meet expectations, and engage in activities. In this training, you’ll explore 5 types of prompts and learn how to apply the least-to-most prompting procedure. You’ll also practice when and how to use prompts to encourage independence, strengthen skills, and reduce prompt dependency. This self- paced course includes completion of an online module, practice activities, and discussion topics for practical application.

Intended Audience

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

LCAP Priorities

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

Using Reinforcement: Introduction & Practice AUTISM

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

Reinforcement is a key evidence-based practice (EBP) commonly used to increase engagement and task completion in learners with autism. However, its benefits extend far beyond these areas. In this training, you’ll explore three types of reinforcement, the various types of reinforcers, and how to effectively use reinforcement to teach and support new skills. This self-paced course includes completion of an online module, practice activities, and discussion topics to enhance learning and application.

Intended Audience

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

LCAP Priorities

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

Using Social Narratives: Introduction & Practice AUTISM

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

Social Narratives are a highly effective evidence-based practice (EBP) for helping learners with autism understand the complexities of social interactions, such as context, audience, perspective-taking, and appropriate responses. Social Narratives come in many different forms and are used to supplement teaching and practice related to a wide variety of social skills and behavioral expectations. This self-paced course includes completion of an online module, practice activities and discussion topics.

Intended Audience

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

LCAP Priorities

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

Using Visual Supports: Introduction & Practice AUTISM

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

Visual Supports are a widely used evidence-based practice (EBP) that help learners with autism navigate daily activities by providing clear, concrete information about their environment, schedule, and expectations in a predictable way. These supports promote independence and flexibility. In this training, participants will explore the 3 types of visual supports and learn about 5 key factors that impact their effectiveness as a teaching tool. This self-paced course includes completion of an online module, practice activities, and discussion topics.

Intended Audience

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

LCAP Priorities

JENNIFER ROUNTREE PROGRAM SPECIALIST (760) 646-8000 x288 jennifer.rountree@cahelp.org # 02:00 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, we’ll cover key topics 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 # 08:00 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

(760) 646-8000 x333 deborah.sarkesian@cahelp.org # 04:00 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 (a) are unresponsive to Tier 1 practices and systems, (b) do not require more immediate individualized interventions, and (c) are observable across multiple settings. This training will teach participants the basic structure of setting up CICO with fidelity in a school system. Key features of CICO include: increased positive adult contact, social skills training, a direct link to school-wide behavioral goals and expectations, frequent feedback, daily home-school communication, and positive reinforcement contingent on meeting behavioral goals. Research conducted on CICO consistently demonstrates associated decreases in problem behaviors, office discipline referrals, and referrals for special education services. Participants will understand how students are placed in a Tier 2 intervention, how CICO is implemented in schools, and how to create foundations for a CICO system.

Intended Audience

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

LCAP Priorities

THE PREVENTION and INTERVENTION TEAM

(760) 646-8000 x333 deborah.sarkesian@cahelp.org # 04:00 Hours

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