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
© Basic Services, Course
PROGRAM SPECIALIST (760) 646-8000 x387 rory.hazen@cahelp.org # 6:00 Hours
Access, Other Pupil Outcomes
For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 TISA: Determining the Need and Working Effectively with Intensive Supports ASSESSMENT A Temporary Intensive Services Assessment (TISA) is a process by which IEP teams can determine if a child with disabilities requires additional assistance, including a 1:1 paraprofessional, to meet goals and objectives and to benefit educationally. This course will provide guidance in determining if a student requires additional intensive 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
© Pupil Engagement, Pupil Achievement, Parent
Involvement, Implementing State Standards
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