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
© Pupil Engagement, Pupil
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
© Pupil Engagement, Pupil
(760) 955-3566 x karina.quezada@cahelp.org # 06:00 Hours
Achievement, Implementing State Standards, Course Access
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