EL DORADO COUNTY CHARTER SELPA - Amazon …...technology. 2. Educator Preparation & Professional Learning Redesign of teacher preparation programs to include evidence based strategies,

EL DORADO COUNTY

CHARTER SELPA 2015-2016

Professional Development Catalog

i

The El Dorado County Charter Special Education Local Plan Area (SELPA) provides a range of

professional development offerings.

The SELPA is committed to empowering staff, through shared information and best practices, that

supports a high quality education to all students.

El Dorado County Charter SELPA6767 Green Valley Road

Placerville, CA 95667Phone: 530.295.2462

Fax: 530.295.9227www.edcoecharterselpa.org

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Professional development will be offered in three formats:

Webinar -

Regional -

On-Site -

Online webinars will be provided throughout the school year with time for live question and answer sessions. Webinars will be recorded and archived on the Charter SELPA website. These trainings range in duration and require online registration. Participation requires internet access and audio capability.

Regional trainings consist of a variety of topics offered either in half-day or full-day time frames. These trainings require online registration. The four regions being served are: Sacramento, San Diego, Bay Area, and Los Angeles.

Half-day or full-day trainings that can be provided at school sites upon request. Instructions for requesting an on-site training can be found on the next page.

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Email your request to Ginese Quann ([email protected]), Charter SELPA Director, preferably three months in advance of the requested training date.

*In the event the training is not filled by members of your LEA, we ask that registration be open to other partners within the SELPA.

•Identify which training you are interested in hosting.•Determine how many people from your staff will participate in

this training.•Identify two potential dates and times you would be able to host

the training.

•Locate a room with a minimum capacity of 25 people.*•Determine the type of equipment available for use during the training (Wireless internet, projector, microphones, etc.).

Requesting an On-Site Training

Step 1: Gather information

Step 2: Logistical planning

Step 3: Email request and confirmation

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Local Control Accountability Plan (LCAP)

The significant reform to California’s school finance system, known as the Local Control Funding Formula, requires LEAs to develop a Local Control Accountability Plan (LCAP), in collaboration with parents and the public. The LCAP documents the LEA’s three year plan for achieving desired academic goals aligned with eight state board priorities. To support LEAs in meeting these priorities, the Charter SELPA has identified how each training aligns with the LCAP priority areas.

Guide to Professional Learning Topics

Included with each offering are the training description, scheduled dates and location, and the duration of the training. The margin of each page highlights how the training aligns with the Local Control Accountability Plan (LCAP) priority areas and Statewide Special Education Task Force priority areas.

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1. Basic AccessProviding all students access to fully credentialed teachers, instructional materials that align with state standards, and safe facilities.2. State Standards & Common CoreImplementing California’s academic standards, including Common Core State Standards in English language arts and math, Next Generation Science Standards, English language development, history social science, visual and performing arts, health education and physical education standards.3. Parent InvolvementEncouraging parent involvement and participation, so the local community is engaged in the decision-making process and the educational programs of students.4. Student AchievementImproving student achievement and outcomes along multiple measures, including test scores, English proficiency and college and career preparedness.5. Student EngagementSupporting student engagement, including whether students attend school or are chronically absent.6. School ClimateHighlighting school climate and connectedness through a variety of factors, such as suspension and expulsion rates and other locally identified means.7. Course AccessEnsuring all students have access to classes that prepare them for college & careers, regardless of what school they attend or where they live.8. Other Student OutcomesMeasuring other important student outcomes related to required areas of study, including physical education and the arts.

Local Control Accountability Plan:8 Priority Areas

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Special Education Task Force

This framework highlights the work conducted by the California Special Education Task Force (Spring, 2015). The Task Force unveiled recommendations for changes in seven distinct parts of the education system. In support of the Task Force’s work, the Charter SELPA has aligned professional development offerings with these recommendations.

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1. Evidence-Based School & Classroom Practices Establishing and implementing Universal Design for Learning (UDL) and a Multi-Tiered System of Supports (MTSS) to support inclusive practices with a focus on access to technology.

2. Educator Preparation & Professional LearningRedesign of teacher preparation programs to include evidence based strategies, UDL, and MTSS. Focus on using data to monitor progress, inform instruction and guide interventions. Additionally, professional learning for all educators will align with LCAP priorities.

3. Accountability Systems of accountability established to strengthen all aspects of educational programming. Focus on classroom instruction, individual goal-setting, and meaningful assessments.

4. Family & Student Engagement Parents and family members provide their insights on how their child learns, and they work with educators to construct useful strategies for home and school. Focus on supporting families with students with disabilities and giving students a voice in decision making.

5. Special Education Financing Provision of a system of financing that provides the resources necessary to meet the needs of all students with disabilities. Focus on equalizing the state’s financial support for special education.

6. Assessment Alignment of IEPs to Common Core State Standards (CCSS). Focus on using standards to guide IEP discussions on student expectations, performance, and progress. Assessments should be selected with care and effectiveness monitored and aligned with curriculum and instruction.

7. Early Learning Ensures all students, but especially those with disabilities, have access to high-quality infant and toddler programs and preschools, including diagnostic and intervention services.

Special Education Task Force Recommendations

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Table of Contents

Webinars:

Regional Trainings:

Behavior Intervention Plans (BIP)

Extended School Year (ESY)

Functional Behavior Assessments (FBA)

High School Graduation - A Change in Placement

Interim IEP Process

Legal Spotlight: Independent Educational Evaluations (IEE) Prior Written Notice Suspension, Expulsion, and Manifestation Determination Unilateral Placements

Para-Educator Essentials Series

Statewide Assessment Series: Updates and Resources

2

3

4

5

6

7-10789

10

11

12

14

15

16

17

18-201819

20

Academic Goal Writing and Progress Monitoring

College, Career, and Civic Life: Student-Centered Transition Planning

CPI Certification

CPI Recertification

Creating a Positive School Climate Series Session 1: Campus-Wide Universal Supports Session 2: Small Group and Classroom-Based Universal Supports Session 3: Individualized Supports and Reintegration Strategies

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Regional Trainings Continued:

On-Site Trainings:

Professional Development Team:

31-33

34

35-37

38

39

21

22

23

24

25

26

27

28

29

30

Available Trainings

Leadership

Program Specialists

Business Team

Program Technicians

Educationally Related Mental Health Services (ERMHS)

Effectively Including Students in General Education Settings

Fiscal/Program Open Houses

Fiscal Workshops

Individual Transition Planning & Student-Led IEPs

Positive Behavior Interventions and Supports (PBIS)

Promoting a Student’s Executive Functioning and Social Thinking Skills

SEIS 101: A Beginner’s Training for Teacher-Level Users

Special Education Program Management and Programmatic Education Benefit

Writing Compliant IEPs

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Sample Catalog Layout

Duration

Task Force Scheduling

Target Audience

LCAP

Registration QR Code

To register for this training please visit the following link:

Training Description

TR

AIN

ING

FO

RM

AT

Training Title

Length of Training

When and where the training takes place.

Participants who will benefit the most from this training.

LCAP Priorities

Icons depicting Special Education Task Force recommendation alignments

Sample Link

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Webinar TrainingsOnline webinars will be provided throughout the school year with time for live question and answer sessions. Webinars will

be recorded and archived on the Charter SELPA website. These trainings range in duration and require online registration. Participation requires internet access and audio capability.

Duration


Target Audience

LCAP

Insert QR Code

2

WE

BIN

AR

Behavior Intervention Plans (BIP)

Students with challenging behaviors or intensive social-emotional needs may need the additional support of a Behavior Intervention Plan (BIP). This webinar will provide information on who may develop a BIP, when a BIP should be developed, critical components of a BIP, and how to use the Functional Behavior Assessment (FBA) to compose the BIP. Participants may wish to watch the FBA webinar (page 4) prior to viewing this webinar.

2 Hours

Case Managers, School Psychologists, Special Education Administrators

• Student Achievement

• Student

Engagement

12/15/15 1:00 PMOnline

https://goo.gl/elsfRg

Follow the link to register for this training.

Duration

Task Force

LCAP

Scheduling

Target Audience

Insert QR Code

3

WE

BIN

AR

Extended School Year (ESY)

This webinar will provide a definition of Extended School Year (ESY), examine the guidelines for determining ESY eligibility, and explore the data and tools your team may need to determine if a student needs ESY. This webinar will also provide attendees with guidance on how develop an appropriate ESY program.

1 Hour

Special Education Administrators, Case Managers

• Basic Access

• State Standards & Common Core


• Parent Involvement

4/11/16 2:00 PMOnline

https://goo.gl/kghxxi


Duration


Target Audience

LCAP

Insert QR Code

4

12/8/15 1:00 PMOnline

WE

BIN

AR

Functional Behavior Assessments (FBA)

Students with challenging behaviors or intensive social-emotional needs may need the additional support of a Behavior Intervention Plan (BIP). In order to develop a BIP, a Functional Behavior Assessment (FBA) is first developed. This webinar will provide information on who may conduct an FBA, when an FBA should be conducted, critical components of an FBA, data collection tools, and how the FBA is used to compose the BIP. Participants may wish to additionally view the BIP Webinar (page 2).

2 Hours

Case Managers, School Psychologist, Special Education Administrators


• Student

Engagement

• School Climate

https://goo.gl/WJGpiQ


Duration

Task Force

LCAP

Scheduling

Target Audience

Insert QR Code

5

WE

BIN

AR

High School Graduation - A Change in Placement

Earning a high school diploma signifies a huge accomplishment in a student’s academic experience. For a student with an IEP, this also indicates a change in placement. This webinar will review the LEA’s legal obligations for effectively planning and documenting this change for students with IEP’s. Information about reviewing a student’s rights when obtaining a Certificate of Completion will also be discussed.

1 Hour

Special Education Administrators,General Education Administrators, School Psychologists, Case Managers

• Basic Access


• Course Access



• Student Engagement

• Other Student Outcomes

3/9/16 2:00 PMOnline

https://goo.gl/MFTzve


Duration


Target Audience

LCAP

Insert QR Code

6

WE

BIN

AR

Interim IEP Process

Do you have new special education students enrolling at your school? What steps do the case manager and IEP team members need to take in order to ensure the student can access learning? This webinar will provide information regarding when to conduct an Interim IEP meeting and make recommendations for ensuring the team is documenting their efforts to provide comparable services and programs.

1 Hour

9/15/15 2:00 PMOnline

Special Education Administrators, Case Managers,General Education Administrators, School Psychologists

• Basic Access


• Course Access




https://goo.gl/veccXi


Duration

Task Force

LCAP

Scheduling

Target Audience

Insert QR Code

7

Special Education Administrators,General Education Administrators, School Psychologists, Case Managers

WE

BIN

AR

Independent Educational Evaluations (IEE)

The training will explain state and federal laws that define IEEs, recommended best practice for when an IEE is requested, and criteria/guidelines for conducting an IEE. The training will also offer examples of legal cases that focused on IEEs and how to avoid common pitfalls. Training will incorporate time for questions and answers.

This training will be presented by Heather Edwards, a partner with Girard & Edwards law firm.

1.5 Hours





1/21/163:00 PMOnline

https://goo.gl/moY8Cj


Duration


Target Audience

LCAP

Insert QR Code

8

WE

BIN

AR

Prior Written Notice (PWN)

To send or not to send...that is the question! Prior Written Notice (PWN) provides parents with information regarding the student’s IEP. PWN is also a legally required document that must be sent by LEAs to parents in specific circumstances. This webinar will discuss the seven basic mandated elements of PWN, circumstances in which it is required, and offer recommendations and resources for composing a legally defensible PWN.


1.5 Hours

Special Education Administrators, General Education Administrators, School Psychologists, Case Managers




https://goo.gl/tGX5G4


Duration

Task Force

LCAP

Scheduling

Target Audience

Insert QR Code

9



• School Climate

WE

BIN

AR

Suspension, Expulsion, and Manifestation Determination

A safe and orderly educational environment is essential in ensuring all students are able to access their educational programs. What steps should be taken when a special education student’s behavior is not aligned with the student conduct code and disciplinary action must take place? This webinar will define in-school suspension, procedures for conducting a manifestation determination meeting and processes for ensuring a special education student who has been expelled is receiving educational benefit.


1.5 Hours

Special Education Administrators, School Psychologists, Case Managers, General Education Administratorshttps://goo.gl/nSa1YK


Duration


Target Audience

LCAP

Insert QR Code

10

WE

BIN

AR

Unilateral Placements

This training will define unilateral placements and how schools should respond upon receiving notice of such placement. This training will also cover when an LEA may be required to provide reimbursement for such placement and important steps to consider when a student has been unilaterally placed, as well as legal cases focused on unilateral placements and how to avoid common pitfalls. Training will incorporate time for questions and answers.

This training will be presented by Heather Edwards, an attorney for Girard & Edwards law firm.

1.5 Hours

Special Education Administrators, General Education Administrators, School Psychologists, Case Managers

• Basic Access




• School Climate



https://goo.gl/oT1FcM


Duration

Task Force

LCAP

Scheduling

Target Audience

Insert QR Code

11

https://goo.gl/cMrM4T

WE

BIN

AR

Spring Legal Open House

The El Dorado County Charter SELPA is partnering with the law firm of Girard & Edwards to offer individual guidance relating to legal questions in special education. During each session, our team will lend their expertise to any critical issues or concerns you may have.

Register for your 30 minute timeslot

Staff Seeking Legal Advice


• School Climate

3/7/161:00 to 4:30PM

Online


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Regional TrainingsRegional trainings are hosted by the Charter SELPA and consist of a variety of topics offered either in half-day or full-day time frames. These trainings require online registration. The four regions being served are: Sacramento, San Diego, Bay Area, and Los Angeles.

Duration


Target Audience

LCAP

Insert QR Code

14

RE

GIO

NA

LAcademic Goal Writing and Progress Monitoring

In order to make academic progress, students with IEPs need strong academic goals that are tied directly to student needs taken from ongoing assessment. This training will teach the fundamentals of academic goal writing with a focus on aligning goals with the Common Core State Standards (CCSS). This training will also provide special educators with the information, resources, and hands-on practice to make these determinations.

Half-Day

Special Education Administrators,Special Education Teachers

Sacramento1/13/16

Los Angeles1/19/16

• Basic Access

• Course Access




• School Climate

San Diego1/21/16

Bay Area1/26/16

Sacramento - https://goo.gl/I7BZPlLos Angeles - https://goo.gl/SMmZ7BSan Diego - https://goo.gl/oJCgUfBay Area - https://goo.gl/akgszx

Follow the links below to register in your region.

Duration

Task Force

LCAP

Scheduling

Target Audience

Insert QR Code

15

Sacramento3/29/16

Los Angeles3/30/16

RE

GIO

NA

LCollege, Career, and Civic Life:

Student-Centered Transition Planning

This training will assist LEAs in developing and delivering student-centered transition planning; from transition assessment resources to organizing community-based activities to assist students in planning for college, career and civic life after high school.

Full Day

Secondary Special Education Administrators, Secondary Special Education Case Managers, Secondary Special Education Teachers, Secondary School Psychologists

• Basic Access

• State Standards



• Course Access


San Diego3/31/16

Bay Area3/29/16

Sacramento - https://goo.gl/gX7B02Los Angeles - https://goo.gl/D3luwvSan Diego - https://goo.gl/i7EWTBBay Area - https://goo.gl/sGK5pd


Duration


Target Audience

LCAP

Insert QR Code

16

RE

GIO

NA

LCPI Certification

The Non-Violent Crisis Prevention Intervention (CPI) training is designed to provide participants with knowledge and resources so they may respond early and effectively to individuals who are exhibiting challenging behaviors. Attendees will learn how to identify behaviors that could lead to a crisis, when it is appropriate to physically intervene in a crisis situation, how to maintain rapport with the acting-out individual, and requirements for documenting an incident. Participants must be able to physically perform the CPI Personal Safety Techniques and attend the entire training to be properly certified. Proper attire and closed toed non-slip shoes (i.e. tennis shoes) should be worn to ensure safety of self and others. It is recommended that schools have a small team (3-5 staff members) trained per site.

The SELPA recommends school sites train a crisis intervention team of 3-5 staff members for working with students who have the potential for assaultive behavior. This may include administrators, teachers, paraprofessionals, or clerical/maintenance staff.


• School Climate


Full-DayTimes May Vary By Location

Sacramento8/31/1511/16/152/23/164/25/16

Los Angeles9/9/1511/2/152/17/164/6/16

San Diego9/29/1511/5/152/18/16

4/6/16

Bay Area9/3/15

11/2/152/26/164/26/16

http://goo.gl/pwyJpM

Follow the link below to register in your region.

Duration

Task Force

LCAP

Scheduling

Target Audience

Insert QR Code

17

RE

GIO

NA

LCPI Recertification

During this half day recertification training participants will review how to identify behaviors that could lead to a crisis, when it is appropriate to physically intervene in a crisis situation, how to maintain rapport with the acting-out individual, and requirements for documenting an incident. Participants must be able to physically perform the CPI Personal Safety Techniques and attend the entire training to be properly certified. Proper attire and closed toed non-slip shoes (i.e. tennis shoes) should be worn to ensure safety of self and others. It is recommended that schools have a small team (3-5 staff members) trained per site. In order to maintain CPI certification individuals who are trained in Non-Violent Crisis Prevention Intervention (CPI) must attend a recertification training annually.

Half-Day

The SELPA recommends school sites train a crisis intervention team of 3-5 staff members for working with students who have the potential for assaultive behavior. This may include administrators, teachers, paraprofessionals, or clerical/maintenance staff.


• School Climate


Times May Vary By Location

Sacramento

Los Angeles

San Diego

Bay Area

3/23/164/26/16

9/10/1511/3/151/21/16

9/30/1511/6/15

9/4/1511/3/151/26/16

3/8/164/7/16

3/8/164/7/16

3/10/164/28/16

http://goo.gl/RuoTnK

Follow the link below to register in your region.

Duration


Target Audience

LCAP

Insert QR Code

18

Creating a Positive School Climate Session 1: Campus-Wide Universal Supports

All sessions can be attended stand-alone; session 1 is not a prerequisite of session 2, etc.

This one day training is designed to support attendees in creating a positive school climate. At the universal level, participants will be introduced to a systems wide approach, based on evidenced-based interventions, for establishing a common vision and positive school-wide practices. This training is recommended for administrators, leadership teams and those responsible for the overall climate of the schools.

Full-Day

Special Education Administrators, General Education Administration, School Psychologists, Special Education Teachers, General Education Teachers, Case Managers, Special Education Service Providers


• School Climate


RE

GIO

NA

L

Sacramento2/3/15

Los Angeles2/3/15

San Diego9/28/15

Bay Area9/22/15


Sacramento - https://goo.gl/aOeZHWLos Angeles - https://goo.gl/ARbdiqSan Diego - https://goo.gl/F7nqH4Bay Area - https://goo.gl/5rcNSe


Duration

Task Force

LCAP

Scheduling

Target Audience

Insert QR Code

19

RE

GIO

NA

LCreating a Positive School Climate Session 2:

Small Group and Classroom-Based Supports


Classroom structure and management are key foundations for students’ academic and behavioral success. This one day training will include an introduction to universal supports and interventions to support all students within the classroom and in small group settings. This training is recommended for classroom teachers and related service providers.

Special Education Administrators, General Education Administration, School Psychologists, Special Education Teachers, General Education Teachers, Case Managers, Special Education Services Providers


• School Climate


Full-Day

Sacramento1/14/15

Los Angeles1/20/16

San Diego1/22/16


Sacramento - https://goo.gl/bvNxRuLos Angeles - https://goo.gl/9ZkmuqSan Diego - https://goo.gl/e9v6df


Duration


Target Audience

LCAP

Insert QR Code

20

Creating a Positive School Climate Session 3: Individualized Supports and Re-Integration Strategies


When students experience more pervasive behaviors than their peers, they require support beyond school wide and classroom behavioral supports. This training will include intensive individualized supports, interventions and restorative justice practices. This training is recommended for counselors, psychologists, and those responsible for more targeted supports for a smaller group of students with the most intensive mental health needs.

Full-Day

Special Education Administrators, School Psychologists, Special Education Teachers


• School Climate


RE

GIO

NA

L

Sacramento4/13/15

Los Angeles4/5/15

San Diego4/5/15

Bay Area4/12/15

Sacramento - https://goo.gl/JpU05QLos Angeles - https://goo.gl/Dp08h7San Diego - https://goo.gl/jszvh2Bay Area - https://goo.gl/aglaEX


Duration

Task Force

LCAP

Scheduling

Target Audience

Insert QR Code

21

RE

GIO

NA

LEducationally Related Mental Health (ERMHS)

Some students with IEPs face both academic and social-emotional challenges. These students may require Educationally Related Mental Health Services (ERMHS) to help them access their education. AB 114 mandates that LEAs provide ERMHS services to students based upon their individual needs. This training will cover the What, When, and Why of ERMHS including identification, assessment, and delivery of services. This training will also prepare participants to appropriately attend to students, staff, and parents during a time of crisis; ensuring that student needs and special and general education obligations are met.

Special Education Administrators,General Education Administrators,School Psychologists,Special Education Teachers,Case Managers,Special Education Service Providers



• School Climate


Half-Day

Sacramento10/23/15

Los Angeles10/30/15

San Diego10/28/15

Bay Area10/22/15

Sacramento - Los Angeles - San Diego - Bay Area -

https://goo.gl/00sHXChttps://goo.gl/yhQ0yGhttps://goo.gl/xSo0Knhttps://goo.gl/l4TXUC


Duration


Target Audience

LCAP

Insert QR Code

22

RE

GIO

NA

LEffectively Including Students in General Education Settings

Educating students in the least restrictive environment (LRE) provides students with greater access to the general education setting. The goal for all special education students is to maximize and expand time in general education, with the end point of full-inclusion in general education. Inclusion provides tremendous benefits for all students to grow academically, socially, and behaviorally. This training will provide special and general educators with ways to further support an inclusion model, information and resources needed to identify appropriate accommodations and modifications, Universal Design for Learning (UDL) strategies, and collaborative lesson planning.

Special Education Teachers, General Education Teachers, Special Education Administrators

• Course Access



• School Climate


Full-Day

Sacramento3/24/16

Los Angeles3/9/16

San Diego3/7/16

Bay Area3/8/16


https://goo.gl/VRVA9ihttps://goo.gl/2N2YFfhttps://goo.gl/9ee7nIhttps://goo.gl/l7xGWH


Duration

Task Force

LCAP

Scheduling

Target Audience

Insert QR Code

23

RE

GIO

NA

LFiscal/Program Open Houses

The Fiscal/Program Open Houses provide Charter SELPA partners with an opportunity to receive individualized services from Charter SELPA fiscal and program team members. During each time slot, LEAs will meet with the Charter SELPA Director and the Charter SELPA Fiscal Department. The Charter SELPA team will be available to answer any program or fiscal questions that you may have.

One Hour Time-SlotsAvailable All Day

This optional meeting is for your fiscal or program staff (jointly or individually) to obtain individualized fiscal and program support.

• Basic Access




Sacramento10/20/15

Los Angeles10/14/15

San Diego10/15/15

Bay Area10/22/15

https://goo.gl/7rCEH9http://goo.gl/PJrF4Ohttps://goo.gl/DE0k4rhttps://goo.gl/FQS4EM

Duration


Target Audience

LCAP

Insert QR Code

24

RE

GIO

NA

LFiscal Workshops

Successful special education budgeting, financial reporting, and program implementation requires a partnership of program and business personnel. This workshop provides updated fiscal and program information to Charter LEAs for successful implementation of special education programs.

We encourage our Charter SELPA members to send a team of program and business staff to this training.

Full-Day9:00am - 2:00pm

• Basic Access


Sacramento 8/10/15

Los Angeles8/12/15

San Diego8/11/15

Bay Area8/14/15


https://goo.gl/clJCLkhttps://goo.gl/bDR3yWhttps://goo.gl/nR7a5Nhttps://goo.gl/iBcQkq


Duration

Task Force

LCAP

Scheduling

Target Audience

Insert QR Code

25

RE

GIO

NA

LIndividual Transition Planning & Student-Led IEPs

A student’s education experience encompasses many transitions. Recognizing this fact, IDEA requires that students who are of transition age (15 years of age or older) have an Individual Transition Plan (ITP) documenting the Local Education Agencies (LEA’s) efforts to assist the student in planning for post-secondary activities. This training will guide your team to explore resources and strategies for organizing, recording, and monitoring a meaningful student-led ITP.

Secondary Special Education Administrators, Secondary Special Education Case Managers, Secondary Special Education Teachers, Secondary School Psychologists

Full-Day

Sacramento 3/29/16

Los Angeles3/30/16

San Diego3/31/16

Bay Area3/29/16

• Basic Access

• State Standards



• Course Access


https://goo.gl/v8p7xJhttps://goo.gl/iXm4eEhttps://goo.gl/cficgjhttps://goo.gl/T9bzbP



Duration


Target Audience

LCAP

Insert QR Code

26

RE

GIO

NA

LPositive Behavior Interventions & Support (PBIS)

PBIS is a systems wide approach for establishing the social culture and individual behavior supports needed for schools to achieve social, behavioral and academic success for all students. PBIS is one way of improving school climate as outlined in the requirements for Priority 6 of the Local Control Funding Formula and the Local Control Accountability Plan. Priority 6, “School Climate” refers to the measurement of the degree to which students feel safe and connected in school. It is required that a school team of at least three change agents attend this training together. These members are chosen to represent a broad cross section of the school (e.g., administration, certificated staff members with behavioral skills, general education teachers, special education teachers, classified representatives). These site based team members are expected to return to their sites following the training to implement/disseminate components of this training. This training will provide an overall structure of Universal Positive Behavior Interventions and Supports, including campus wide and classroom based. The training will also cover data collection and tracking training and strategies for maintenance of campus PBIS program. Additionally, it will discuss how to promote staff buy-in during the implementation process.

Special Education Administrators, Special Education Teachers, General Education Teachers, Case Managers


• School Climate


Full-Day

Sacramento 10/19/15

Los Angeles10/14/15

San Diego10/15/15

Bay Area10/20/15

To register for this training please fill out the form found here, or on our website under Professional Development.

Duration

Task Force

LCAP

Scheduling

Target Audience

Insert QR Code

27

RE

GIO

NA

LPromoting a Student’s Executive Functioning and

Social Thinking Skills

Do you work with students who struggle with organization, time management, and/or experience difficulty communicating with peers? This training will introduce participants to the theories of executive functioning and social thinking. Strategies will be provided for supporting these students in the educational setting.

Half-Day

Special Education Administrators, Special Education Teachers, Case Managers, General Education Teachers




Sacramento 2/24/16

Los Angeles2/16/16

San Diego2/17/16

Bay Area2/24/16


https://goo.gl/8Vb6fkhttps://goo.gl/kWdQCahttps://goo.gl/nr7uwfhttps://goo.gl/H9g0SU


Duration


Target Audience

LCAP

Insert QR Code

28

RE

GIO

NA

LSEIS 101: A Beginner’s Training for Teacher-Level Users

This one-day introductory workshop will support staff who are new to the Special Education Information System (SEIS). Program Technicians will introduce participants to the technical components of the SEIS system as well as provide an opportunity for navigation through SEIS IEP forms, student records, and the affirm and attest process. A Program Specialist will also be in attendance to answer any programmatic questions that may arise during this technical training.

SEIS 101 is recommended for beginning SEIS users only.

This is a hands-on, immersive training where participants will navigate the SEIS system. For this reason, we are asking that all participants bring a laptop computer.

Full-Day

Special Education Case Managers and Special Education Administrators who are new to SEIS.

• Basic Access


Sacramento 8/19/15

Los Angeles8/25/15

San Diego8/26/15

Bay Area9/2/15


https://goo.gl/eBGVeChttps://goo.gl/SbKLKzhttps://goo.gl/3VEMWGhttps://goo.gl/j9Msrh


Duration

Task Force

LCAP

Scheduling

Target Audience

Insert QR Code

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RE

GIO

NA

LSpecial Education Program Management &

Programmatic Education Benefit

How do you know if students are benefiting from the educational programs developed at your LEA? With the goal of maximum student success in mind, this training will assist participants in increasing skills in program development and/or refinement. First, this training will facilitate strategic planning to help you create or refine a plan for implementing a successful special education program. Second, the training will review best practices and provide resources for documenting that students are receiving education benefit over time.

Full-Day

Special Education Administrators, School Psychologists, Special Education Teachers, Case Managers

• Basic Access



• Course Access


Sacramento 11/19/15

Los Angeles11/4/15

San Diego11/4/15

Bay Area11/17/15


https://goo.gl/6BJMTbhttps://goo.gl/S1XjZXhttps://goo.gl/THk5z3https://goo.gl/0huPvy


Duration


Target Audience

LCAP

Insert QR Code

30

RE

GIO

NA

LWriting Compliant IEPs

Writing compliant IEPs ensures that student needs are being met and that goals and services align to those needs. Compliant IEPs provide students with the most comprehensive support and services and ensure that schools are also maintaining legal compliance. This training will focus on critical elements that are essential to compliant IEPs, how to avoid common mistakes that lead to Data Non-Compliance, and hands-on practice with these skills.

Special Education Administrators and Special Education Service Providers, Case Managers

• Basic Access



• Course Access


Full-Day

Sacramento TBD

Los Angeles9/16/15

San Diego9/15/15

Bay Area9/9/15


TBDhttps://goo.gl/9DgDmjhttps://goo.gl/WJ6As9https://goo.gl/ccqFWt


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On-Site TrainingsThe Charter SELPA is offering a variety of trainings which may be provided at school sites upon request. Trainings may be half or full day in length. Instructions for requesting an on-site training can be found on page ii. If your LEA would like a training on a topic not listed below, please contact a Program Specialist to see if a training can be developed.

Training and Description LCAP Task ForceTen Keys to Running Effective IEPs

This training provides IEP Teams with tools to running effective IEP Meetings including required team members, roles of team members, and elements of preparation and planning.


504s versus IEPs

Similarities & Differences--This training will outline the key components of 504s and IEPs and define the similarities and differences between eligibility and services for each program.

• Basic Access• Parent

Involvement• Student

Achievement• Course Access• Other Student

Outcomes

Accommodations & Modifications to Meet Students Needs

This training will define the differences between accommodations and modifications, provide a wide-variety of tools, and examine how student needs align with each tool.

• Basic Access• Student

Achievement• Course Access• Other Student

Outcomes

Administrative Designee

This training will define mandatory members of an IEP Team and their roles. It will provide a general under-standing of critical elements of an IEP, how to prepare and plan for meetings, how to overcome obstacles, and the essential role of an administrator in overseeing the IEP process.

• Basic Access• Parent

Involvement• Student

Engagement• School Climate• Other Student

Outcomes

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Training and Description LCAP Task ForceBehavior Basics

In order to positively support students with challenging behaviors in the classroom it is essential to understand the basics of behavior intervention. This training will provide participants with hands-on learning opportunities related to the function of behavior, meaningful data collection and positive behavioral interventions in order to empower teachers in creating a positive learning environment for all students.





• School Climate• Course Access

Collaboration to Facilitate Student Success

This on-site workshop will provide special and general education staff with information and resources on how to best support students with a variety of needs in the general education classroom. This includes learning steps in the collaborative IEP process to identify areas of need, student goals, and progress monitor.

• Basic Access• State Standards

& Common Core

• Course Access• Student

Achievement• Parent

Involvement• Other Student

Outcomes

Developing a Relationship for Student Success Through Co-Teaching

This on-site training will orient staff to building and sustaining an effective classroom partnership through co-teaching which will lead to opportunities for student success in an inclusive school setting. During this training, staff will learn the various co-teaching models that can be used to support lesson design and instructional pedagogy through a collaborative co-planning process along with strategies to strengthen the co-teacher relationship.

• Basic Access• State Standards

& Common Core

• Course Access• Student

Achievement• Parent

Involvement• Other Student

Outcomes

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Training and Description LCAP Task ForcePositive Behavior Interventions & Supports (PBIS)

PBIS is a systems wide approach for establishing the social culture and individual behavior supports needed for schools to achieve social, behav-ioral and academic success for all students. This training may be 1-2 days, depending on school’s unique needs. This training will provide an overall structure of Universal Positive Behavior Interventions and Supports, including campus wide and classroom based. The training will also cover data collection and tracking training and strategies for maintenance of campus PBIS program.




• School Climate• Course Access• Other Student

Outcomes

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David TostonAssociate Superintendent, SELPA ProgramsEl Dorado County Office of Education

Charter SELPA Leadership

Ginese QuannDirector El Dorado County Charter SELPA

Tamara ClayDirectorEl Dorado County SELPA

Meghan MageeSELPA CoordinatorEl Dorado County SELPA / Charter SELPA

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Charter SELPAProgram Specialists

Crystal KeithProgram [email protected]

530-957-5804

Kirstin ComstockProgram Specialist

[email protected]

Kathleen KendallProgram Specialist

[email protected]

36

Sadie PinottiProgram [email protected]

Janelle MercadoProgram [email protected]

Charter SELPAProgram Specialists, Continued

Daina MahaffeyProgram [email protected]

37

Robin SmayProgram [email protected]

530-295-2468

Kathy SmileyProgram Specialist

[email protected]

Charter SELPAProgram Specialists, Continued

Alison RoseProgram [email protected]

530-957-7549

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Erin [email protected]

Shannon DanielAccount [email protected]

Lisa DonaldsonBusiness [email protected]

Charter SELPA Business Team

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Amanda RamirezProgram Technician

[email protected]

Kate GaleaProgram Technician

[email protected]

Amanda AndersonProgram Technician

[email protected]

Charter SELPA Program Technicians

Documents

EL DORADO COUNTY CHARTER SELPA - Amazon …...technology. 2. Educator Preparation & Professional Learning Redesign of teacher preparation programs to include evidence based strategies,