The El Dorado County Charter Special Education...2017/01/27 · Establishing and implementing Universal Design for Learning (UDL) and a Multi-Tiered System of Supports (MTSS) to support

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

professional learning opportunities.

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

support 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

Guide to Professional Learning TopicsIncluded with each offering are the training description, scheduled dates and location, and the duration of the training. The margins of each page highlight how the training aligns with the priority areas of Local Control Accountability Plan (LCAP) and Statewide Special Education Task Force.

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.

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

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.

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

Table of ContentsRegional

Morning (AM) pg Afternoon (PM)Relying on Data to Improve Student Behavior:

Functional Behavior Assessment (FBA) 8 9 Developing Proactive Plans to Improve Behavior (BIPs That Work)

Effective Leadership of IEP teams: Administrative Designee 10 11 IEP Meeting Facilitation: Strategies for

Building Effective IEP Teams

Writing Goals Aligned with the Common Core 12 13 Goal Writing: Beyond Academics

Creating Inclusive Environments 14 15 Designing and Implementing Co-Teaching Models

Person-Centered Approach to Individual Transition Planning (ITP) 16 17 College, Career, and Civic Life

Unpacking Evidence-Based Practices for Students with Autism 18 19 Impactful Interventions for

Students with Autism

Demystifying Dyslexia: An Introduction and Overview 20 21 Instructional Goals and Interventions to

Address/Support Struggling Readers

English Language (EL) Learners and Learning Disabilities 22 23 Interventions for English Language (EL)

Learners with Learning Disabilities

Responding to Threats of Suicide and/or Self-Harm 24 25 Developing Trauma-Informed Practices

SEIS 101: Basic Features of SEIS for Teacher-Level Users 26

SEIS 201: Using SEIS to Develop Compliant IEPs for Teacher-Level Users 27

Fiscal Workshop 28

Program / Business Roundtable 29

SEIS Full Day Training for Teacher-Level Users 30

Crisis Prevention & Intervention (CPI) Full Day™ 31

Crisis Prevention & Intervention (CPI) Recertification™ 32

Use Your Words: Verbal De-escalation Techniques 33

Local Trainings are offered as in-person trainings and provided at our local EDCOE locations, in addition to a live webinar being offered. These trainings are typically offered as either ½ day or full day trainings and the participants represent a variety of school districts across the county.

Questions? Email [email protected] or call (530) 295-2472

Webinar

Webmodules

Positive School Climate 1 (PSC1): Campus-Wide Universal Supports 34

Positive School Climate 2 (PSC2): Classroom-Based Supports 35

Positive School Climate 3 (PSC3): Intense, Individualized Supports 36

Positive Behavior Intervention and Support (PBIS) 37

Understanding and Managing Challenging Behaviors 38

Roles of the General Education Teacher in Special Education 39

Determining Educational Benefit 40

Program Development: Students with Autism 41

Program Development: Providing Mental Health Supports 42

Program Development: Post-Secondary Transition 43

Program Development: Inclusive Practices 44

Program Development: Co-Teaching Models 45

Legal Open House 47

Quarterly SEIS Trainings and Troubleshooting Forum 48

The Role of LEAs in Supporting Children with Disabilities in Foster Care 49

Understanding and Improving Executive Functioning Skills 50

Serving Students with Disabilities in an Independent Study (IS) Setting 51

Any of our Regional Trainings can be offered on your school site. Your school staff will coordinate with their SELPA Program Specialist to tailor the training to your school’s unique needs. Site-Based trainings may offer more hands-on and coaching opportunities. Site-Based Trainings may be requested via your SELPA Program Specialist with a minimum of 10 participants at your school site. Should you wish to have a Site-Based Training, but do not have 10 participants, the SELPA may be able to pair your school’s/district’s needs with other local schools/districts in order to offer the training at your site.

Site-Based

Webinars offer the ability to attend trainings virtually. Each webinar provides a live presentation, interactive activities, and live Q & A opportunities. Participants need to sign-up in advance in order to receive an invitation to the Webinar. Webinars will not be recorded, nor archived in the Online Learning Center.

Webmodules are pre-recorded training opportunities. They can be accessed via our website’s Online Learning Center and can be accessed at any time, reviewed as often as you wish, and allow for ongoing support. Some of the topics presently include: Behavior Intervention Plans (BIP), Developing a Functional Behavior Assessment (FBA), Extended School Year (ESY), Interim IEP Process, Strategic Behavior Intervention Series, Paraeducator Series, and many more.



Grade Level

Target Audience

Special Ed Task Force

Same-Day Coordinated

Training

LCAP

REGIONAL

• Secondary• Elementary

AMPM

REGISTRATION

Return To Table of Contents

Register at: https://goo.gl/7JAdY89/14/16San Diego:8:00am - 11:00am

The ability to develop proactive Behavior Intervention Plans (BIP) for students with challenging behaviors or intensive social-emotional needs is a necessary skill for special educators. Effective BIPs require behavior supports grounded in the careful and systematic collection of data through the completion of a Functional Behavior Assessment (FBA). This presentation will empower participants with the evidence-based tools for efficiently

and effectively designing and implementing strategies proven to be effective.

Participants will be able to:• Identify behaviors and situations requiring a BIP• Utilize the FBA process to compose effective BIPs • Understand the FBA and BIP requirements • Select interventions to directly address the problem behavior• Improve student’s access and engagement in learning

• Educator Preparation & Professional Learning

• Accountability

• Special Ed Admin• Special Ed Teachers• Special Ed Related Service Providers• General Ed Admin• School Psychologists• Case Managers

Developing Proactive Plans to Improve Behavior (BIPs That Work)

Page 9

Relying on Data to Improve Student Behavior: Functional Behavior Assessment (FBA)

Questions? Email [email protected] or call (530) 295-2472 9

Grade Level

Target Audience



Training

LCAP

REGIONAL



PMAM

REGISTRATION


San Diego:12:00pm - 3:00pm

Register at: https://goo.gl/vlhL0Y9/14/16

Developing Proactive Plans to Improve Behavior (BIPs That Work)

• Family & Student Engagement

The Behavior Intervention Plan (BIP) process allows special educators to implement individualized intensive behavior interventions crafted to replace or reduce challenging/dangerous behaviors. This session provides step-by-step guidance on how to use the data collected during a Functional Behavior Assessment (FBA) to compose a positive and proactive BIP.

Participants will be able to:• Identify circumstances requiring a BIP• Understand the critical legal and practical components of a BIP • Include input from parents, student and teachers• Compose a BIP in SEIS

Relying on Data to Improve

Student Behavior: Functional Behavior Assessment (FBA)

Page 8


Grade Level

Target Audience



Training

LCAP

REGIONAL



AMPM

REGISTRATION


Sacramento:8:00am - 11:00am

Register at: https://goo.gl/xYIwMq10/11/16

San Diego:8:00am - 11:00am

Register at: https://goo.gl/sLuqLY10/13/16

Bay Area:8:00am - 11:00am

Register at: https://goo.gl/qK6KyC10/11/16

• Accountability• Family & Student Engagement• Assessment

IEP team meetings are most successful when the Administrative Designee understands his/her role, is knowledgeable about the available supports and services, and has confidence in the offer of FAPE. The training will focus on the key roles of the Administrative Designee and how to respond to a variety of potentially challenging scenarios including unexpected requests for services and placements, when and how to stop a meeting, and dealing with aggressive IEP team members.

Participants will be able to:• Demonstrate an understanding of the IEP process and role of the Administrative Designee • Plan and prepare with their team • Engage IEP team members to work collaboratively • Develop a data-driven IEP

IEP Meeting Facil-itation: Strategies for Building Effec-

tive IEP Teams

Page 11

Effective Leadership of IEP teams: Administrative Designee

10/14/16Webinar:9:00am - 12:00pm

Register at: https://goo.gl/sn6FsL


Grade Level

Target Audience



Training

LCAP

REGIONAL



PMAM

REGISTRATION


Sacramento:12:00pm - 3:00pm

10/11/16 Register at: https://goo.gl/L7GClt

Register at: https://goo.gl/wzJxg110/13/16San Diego:12:00pm - 3:00pm

Register at: https://goo.gl/0RW2Kr10/11/16Bay Area:12:00pm - 3:00pm



Effective and skillful IEP meeting facilitators improve communication and empower the IEP team to attain a clear understanding of a student’s academic and/or behavioral needs to reach desired outcomes. This session will provide strategies and processes to enhance communication, prevent frustration and efficiently reach consensus, rebuild trust and move forward as a collaborative team.

Participants will be able to:• Plan for an effective IEP team meeting • Facilitate an IEP meeting • Practice effective communication skills • Implement problem-solving/conflict resolution skills

IEP Meeting Facilitation: Strategies for Building Effective IEP Teams

Effective Leader-ship of IEP teams:

Administrative Designee

Page 10

10/14/16Webinar:1:00am - 4:00pm

Register at: https://goo.gl/1dt0ZO


Grade Level

Target Audience



Training

LCAP

REGIONAL


AMPM

REGISTRATION


Sacramento:8:00am - 11 :00am

Register at: https://goo.gl/rkaXhJ9/20/16

Los Angeles:8:00am - 11:00am

Register at: https://goo.gl/bo2avQ8/31/16


Register at: https://goo.gl/lXlciU9/1/16

Academic goals aligned with the Common Core State Standards (CCSS) are critical to ensure that students with disabilities have access to the general education curriculum at their grade level. This presentation will provide the requisite skills to develop goals designed to support mastery of grade-level content standards.

Participants will be able to:• Engage general education teachers and parents in the data collection

process• Use the standards as a guide to determine what is important for the student

to learn or be able to do• Conduct an analysis to determine the gap between grade expectations and

current skills and knowledge• Unpack grade-level standards for a variety of student ability

levels and grade levels (scaling the goal)

• Educator Prepartion & Professional Learning

• Family & Student Learning• Assessment

• Special Ed Teachers• Case Managers

Goal Writing: Beyond Academics

Page 13

Writing Goals Aligned with the Common Core

Webinar:8:00am - 11:00am

Register at: https://goo.gl/yr0oz59/23/16


Grade Level

Target Audience



Training

LCAP

REGIONAL


PMAM

REGISTRATION


Register at: https://goo.gl/MVKZxzSacramento:12:00pm - 3:00pm

9/20/16

Register at: https://goo.gl/ydlBKpLos Angeles:12:00pm - 3:00pm

8/31/16

Register at: https://goo.gl/1xYCuSBay Area:12:00pm - 3:00pm

9/1/16

Composing non-academic goals can pose a challenge for teachers and IEP teams. This presentation will provide the skills to determine students’ levels of performance and the steps for writing meaningful and measurable goals. Presenters will lead participants through the goal development process and provide practical tools to aid them in future practice.

Participants will be able to:• Create alignment between academic and non-academic goals and services• Develop goals in various areas of student needs• Better understand commonly used CASEMIS codes• Use a rubric to ensure all critical elements of a goal are being addressed

• Accountability• Assessment

• Special Ed Admin• Special Ed Teachers• Special Ed Related Service Providers• School Psychologists• Case Managers

Writing Goals Aligned with the Common Core

Page 12

Goal Writing: Beyond Academics

Webinar:12:00pm - 3:00pm

Register at: https://goo.gl/hnVb4a9/23/16


Grade Level

Target Audience



Training

LCAP

REGIONAL


AMPM

REGISTRATION


Register at: https://goo.gl/DMmsBI9/29/16Bay Area:8:00am - 11:00am

Register at: https://goo.gl/pNJWel9/28/16Los Angeles:8:00am - 11:00am

Register at: https://goo.gl/8Q7JNX9/29/16San Diego:8:00am - 11:00am

Inclusive practices allow schools to create a coherent and unified system that includes both general and special education. By implementing these practices, schools build bridges between special and general education students so that all students are supported as general education students first. This training will explain the historical and research basis of inclusive practices, the requisite components of an inclusive culture and pragmatic strategies.

Participants will be able to: • Employ an inclusive mindset • Explain the key elements of inclusive practices• Analyze their LEA/district’s special education service delivery model • Develop and implement an action plan to support inclusion

• Evidence-Based School & Classroom Practices


• Accountability• Family & Student Engagement

• Special Ed Admin• Special Ed Teachers• Special Ed Related Service Providers• General Ed Admin• General Ed Teachers• School Psychologists• Case Managers

Designing & Implementing Co-Teaching Models

Page 15

Creating Inclusive Environments


Grade Level

Target Audience



Training

LCAP

REGIONAL


PMAM

REGISTRATION


9/29/16 Register at: https://goo.gl/Gesm07San Diego:12:00pm - 3:00pm

Register at: https://goo.gl/cVUyod9/28/16Los Angeles:12:00pm - 3:00pm

9/29/16 Register at: https://goo.gl/Od4hGjBay Area:12:00pm - 3:00pm





Co-teaching allows students with disabilities to reap academic, social and emotional benefits from the general education setting, as well as for non-disabled students to benefit from the social and emotional components. Participants will analyze various exemplary models of co-teaching and will learn the required elements for effective co-teaching and differentiated instructional strategies for an inclusive classroom.

Participants will be able to:• Explain the benefits of inclusive practices for all students• Employ strategies to improve collaboration between general and special

educators• Support the implementation and sustainability of a co-teaching model• Set clear expectations for a teacher’s role and responsibilities

Creating Inclusive Environments

Page 14

Designing and Implementing Co-Teaching Models


Grade Level

Target Audience



Training

LCAP

REGIONAL


AMPM

REGISTRATION


Register at: https://goo.gl/q7RIYW1/31/17Los Angeles:8:00am - 11:00am

Register at: https://goo.gl/Et0C9R2/1/17San Diego:8:00am - 11:00am

Register at: https://goo.gl/YyH5hy2/1/17Bay Area:8:00am - 11:00am


• Special Ed Admin• Special Ed Teachers• Special Ed Related Service Providers• School Counselors• General Ed Teachers• School Psychologists• Case Managers

Historically, the rate of success for post-secondary transitions for students with disabilities fails to meet the collective hopes and expectations for educators and families. These outcomes can be changed by implementing a person-centered IEP approach and crafting data-driven Individual Transition Plans (ITPs) aligned with a student’s strengths and interests.

Participants will be able to:• Adhere to the legal requirements of ITP• Conduct student-led IEP team meetings• Align assessments, goals and community based services• Increase the likelihood of successful post-secondary transitions

College, Career, and Civic Life

Page 17

Person-Centered Approach to Individual Transition Planning (ITP)

Webinar:9:00am - 12:00pm

Register at: https://goo.gl/UBjQbH2/3/17


Grade Level

Target Audience



Training

LCAP

REGIONAL


PMAM

REGISTRATION


Bay Area:12:00pm - 3:00pm

2/1/17 Register at: https://goo.gl/fw6JHc

Register at: https://goo.gl/ZDYhZl1/31/17Los Angeles:12:00pm - 3:00pm


2/1/17 Register at: https://goo.gl/I9xaUJ • Educator Preparation & Professional Learning


• Special Ed Admin• Special Ed Teachers• Special Ed Related Service Providers• School Counselors• General Ed Admin• General Ed Teachers• School Psychologists• Case Managers

Completing high school and planning for life as an adult is an exciting and challenging time for young people, particularly for student with disabilities who may require direct intervention and coaching to plan and create a full and rewarding future that includes college/training, career, and civic life after high school.

Participants will be able to:• Describe appropriate transitions services• Identify tools and resources for conducting transition assessments• Conduct meaningful transition IEPs • Utilize resources to effectively plan activities focused on community-based

instruction, person-centered transition planning, and family engagement

Person-Centered Approach to ITP

Page 16

College, Career, and Civic Life


Register at: https://goo.gl/JN1HhQ2/3/17


Grade Level

Target Audience



Training

LCAP

REGIONAL


AMPM

REGISTRATION


Register at: https://goo.gl/cRhpE210/31/16Sacramento:8:00am - 11 :00am

Register at: https://goo.gl/4CMZXx11/1/16San Diego:8:00am - 11:00am

11/3/16 Register at: https://goo.gl/WhKK2gBay Area:8:00am - 11:00am

With recent and significant increases in the number of students with autism, there is an urgent need to improve the quality of educational programs for this population of students. This presentation will share strategies to address and mitigate the characteristics of autism which can create distinct challenges in the areas of self-management, communication, social interaction, and academic growth for students with autism.

Participants will be able to:• Participate in the evaluation and early intervention of students with autism• Analyze current research to select evidenced-based practices for supporting

students with autism• Avoid common assumptions and mistakes in program development • Structure services to meet the needs of students in the least restrictive

environment



• Accountability


Impactful Interventions for

Students with Autism

Page 19

Unpacking Evidence-Based Practices for Students with Autism

11/4/16Webinar:9:00am - 12:00pm

Register at: https://goo.gl/mMHPr6


Grade Level

Target Audience



Training

LCAP

REGIONAL


PMAM

REGISTRATION


Register at: https://goo.gl/NVrL4W10/31/16Sacramento:12:00pm - 3:00pm

Register at: https://goo.gl/DCRZyR11/1/16San Diego:12:00pm - 3:00pm

Register at: https://goo.gl/oTxc9311/3/16Bay Area:12:00pm - 3:00pm





Research and interventions for students with autism are constantly improving. This creates a challenge for educators to examine, select and employ current evidence-based interventions and instructional practices in order to ensure students have up-to-date supports and services. This learning opportunity will survey and examine how the current research should influence our practice.

Participants will be able to:• Distinguish between medical and educational eligibility• Analyze a variety of interventions to determine effectiveness and

appropriateness• Connect interventions with data-driven goals• Explore partnerships with community agencies

Unpacking Evidence-Based

Practices for Students with

Autism

Page 18

Impactful Interventions for Students with Autism

11/4/16Webinar:12:00pm - 3:00pm

Register at: https://goo.gl/Rka3Hd


Grade Level

Target Audience



Training

LCAP

REGIONAL


AMPM

REGISTRATION


Register at: https://goo.gl/9eOZBW2/7/17Sacramento:8:00am - 11 :00am


2/8/17 Register at: https://goo.gl/1fDjv0

Register at: https://goo.gl/5a9hbl2/7/17Bay Area:8:00am - 11:00am



• Special Ed Teachers• School Psychologists• Case Managers

Recent changes to California Education Code have expanded and redefined the category of Specific Learning Disability to include the identification of dyslexia. These changes have created a need for additional training as schools begin to expand the supports they offer to students with learning disabilities. This session will provide an overview of the new legal requirements, the types of dyslexia, and clarify and dispel myths.

Participants will be able to:• Summarize the legal requirements to assess and serve students with dyslexia• Distinguish the types of dyslexia• Examine tools that psychologists and education specialists may use to assess

for dyslexia• Select appropriate interventions based on the type of dyslexia

Instructional Goals and Interventions

to Address/Support Struggling Readers

Page 21

Demystifying Dyslexia: An Introduction and Overview

2/9/17Webinar:9:00am - 12:00pm

Register at: https://goo.gl/dNd9RM


Grade Level

Target Audience



Training

LCAP

REGIONAL


PMAM

REGISTRATION



2/7/17 Register at: https://goo.gl/RPyVHD

Los Angeles:12:00pm - 3:00pm

2/8/17 Register at: https://goo.gl/G2Pa71

Register at: https://goo.gl/X4nKUz2/7/17Bay Area:12:00pm - 3:00pm

• Special Ed Teachers• School Psychologists• Case Managers



The approval of Assembly Bill 1369 (AB 1369) has renewed the focus on strategies and services to support students with dyslexia. This session will examine available research-validated processes and interventions that will equip educators to appropriately attack the barriers that can prevent students from becoming successful fluent readers.

Participants will be able to:• Select and analyze appropriate data• Put effective interventions and supports in place• Manage progress monitoring systems• Appropriately document interventions and student progress within the IEP

context

Demystifying Dyslexia: An

Introduction and Overview

Page 20

Instructional Goals and Interventions to Address/Support Struggling Readers

2/9/17Webinar:1:00pm - 4:00pm

Register at: https://goo.gl/E8B5tX


Grade Level

Target Audience



Training

LCAP

REGIONAL


AMPM

REGISTRATION


Register at: https://goo.gl/9y5rQc3/7/17Sacramento:8:00am - 11 :00am


3/7/17 Register at: https://goo.gl/POn95L

Register at: https://goo.gl/zPC6ZW3/8/17Los Angeles:8:00am - 11:00am


• Special Ed Teachers• Special Ed Related Service Providers• School Psychologists

The task of assessing English Language (EL) Learners who may also have a learning disability can create unique challenges. Due to these students acquiring a second language, they may fall behind grade-level standards and may be misperceived as students with learning disabilities, when in fact they are acquiring a second language at a normal rate. This presentation will teach participants how to distinguish between the natural language acquisition process and indicators of a learning disability.

Participants will be able to:• Determine a student’s primary language using multiple measures• Recognize atypical English language acquisition • Select and interpret assessment tools • Complete and document the EL reclassification process

Interventions for English Language

(EL) Learners with Learning

Disabilities

Page 23

English Language (EL) Learners and Learning Disabilities


3/10/17 Register at: https://goo.gl/kwTeoV


Grade Level

Target Audience



Training

LCAP

REGIONAL


PMAM

REGISTRATION


Register at: https://goo.gl/dHTTnD3/7/17Sacramento:12:00pm - 3:00pm


3/7/17 Register at: https://goo.gl/MdeIhy

Register at: https://goo.gl/SMULcP3/8/17Los Angeles:12:00pm - 3:00pm

• Accountabilty • Family & Student Engagment

• Special Ed Admin• Special Ed Teachers• Special Ed Related Service Providers• General Ed Teachers• Case Managers

Students who are acquiring English as a second language and have learning disabilities require intensive supports to ensure that both their language and learning needs are being met. Students with these unique needs require careful and thoughtful interventions and IEP goals that are linguistically appropriate. This presentation will cover the best practices for assessment, identification and interventions for dually identified students.

Participants will be able to:• Discuss best practices for working with EL learners who are eligible for

special education • Collect data to inform interventions and instructional practices across

settings• Collaborate with parents and staff to build language skills between home

and school settings• Build and document goals in SEIS

Identifying English Language

(EL) Learners and Learning

Disabilities

Page 22

Interventions for English Language (EL) Learners with Learning Disabilities


3/10/17 Register at: https://goo.gl/MT92Cj


Grade Level

Target Audience



Training

LCAP

REGIONAL


AMPM

REGISTRATION


Register at: https://goo.gl/m1pF6o4/4/17Sacramento:8:00am - 11 :00am


4/5/17 Register at: https://goo.gl/gBNumh

Register at: https://goo.gl/ZjL1Fb4/6/17Bay Area:8:00am - 11:00am




Caring educators who understand and are able to respond to youth in danger of self-harm and/or suicide decrease the potential of heartbreaking outcomes. This training helps to differentiate self-injury from suicidal behavior and identify practical strategies for intervention. This training will also focus on the reasons these behaviors occur in order to help staff identify and recognize the signs of a student in crisis and know when it is necessary to intervene.

Participants will be able to:• Understand reasons self-harming behaviors occur • Confidently take the right steps if a student reports thoughts of self-harm or

suicide• Refer a student for and/or complete a comprehensive threat assessment • Build a site-based plan for suicide threat response

Developing Trauma-Informed

Practices

Page 25

Responding to Threats of Suicide and/or Self-Harm


Register at: https://goo.gl/rkkBwX4/7/17


Grade Level

Target Audience



Training

LCAP

REGIONAL


PMAM

REGISTRATION


Register at: https://goo.gl/ZACIsF4/4/17Sacramento:12:00pm - 3:00pm


4/5/17 Register at: https://goo.gl/w3AjaH

Register at: https://goo.gl/G6Dsnq4/6/17Bay Area:12:00pm - 3:00pm



• Special Ed Admin• Special Ed Teachers• Special Ed Related Service Providers• School Counselors• General Ed Admin• School Psychologists• Case Managers

The integration of trauma-informed practices enables schools to create a safe and supportive environment for all students, teachers and administrators, as well as build strong supports for families. Participants will learn how to transform school culture through use of trauma-informed practices and how to align with existing school-wide programs (i.e. PBIS or restorative justice).

Participants will be able to:• Define trauma and its impact on student’s social-emotional functioning,

learning and development.• Integrate trauma-informed practices in the school setting• Build family support systems• Obtain resources for next steps and future planning

Responding to Threats of Suicide and/or Self-Harm

Page 24

Developing Trauma-Informed Practices


Register at: https://goo.gl/iTcLlg4/7/17

26

Grade Level

Target Audience


LCAP

REGIONAL


Half Day



Users of the Special Education Information System (SEIS) will need an understanding of the system and its basic operations in order to prepare and produce IEPs, manage student caseloads, and meet state and federal compliance requirements. This training is designed for new employees who are accessing SEIS for the first time or those SEIS users needing a refresher on the basic navigation of SEIS.

Participants will be able to:• Perform basic navigation of SEIS, including login, caseload management,

student change requests, affirm and attest, and managing amendments • Describe the IEP life cycle in SEIS• Identify and complete frequently-used SEIS forms

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.

REGISTRATION

Sacramento:8:00am - 11:00am

9/6/16 Register at: https://goo.gl/YtV6Am

Register at: https://goo.gl/ju6uTP9/8/16San Diego:8:00am - 11:00am


Register at: https://goo.gl/eOVQFH9/7/16Bay Area:8:00am - 11:00am




SEIS 201: Using SEIS to Develop

Compliant IEPs for Teacher-Level Users

Page 27

SEIS 101: Basic Features of SEIS for Teacher-Level Users

101

201

Coordinated Training

Webinar:9:00am - 12:00pm 9/28/16 Register at: https://goo.gl/hijSLx8:00am - 11:00am 1/27/17 Register at: https://goo.gl/aUQCYm

27

Grade Level

Target Audience


LCAP

REGIONAL


Half Day



REGISTRATION

Register at: https://goo.gl/OkLYMX3/14/17Sacramento:8:00am - 11:00am

Register at: https://goo.gl/xQOWtX

Register at: https://goo.gl/wrFjwb10/5/16

3/16/17


Register at: https://goo.gl/9JDTXi10/6/16Los Angeles:8:00am - 11:00am

Register at: https://goo.gl/0vpZbYRegister at: https://goo.gl/MUUzow

10/4/16

3/15/17


A well-developed and compliant IEP illustrates an LEA’s effort to provide and document educational benefit for students with disabilities. Skillful case managers will utilize all of the features in SEIS to ensure that they are creating student records and submitting student data that is compliant, comprehensive, and free of errors.

Participants will be able to:• Determine which SEIS forms to use and how to complete each form• Complete the CASEMIS error correction process • Utilize SEIS Document Library resources to develop IEPs

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.




SEIS 101: Basic Features of SEIS

for Teacher-Level Users

Page 26

SEIS 201: Using SEIS to Develop Compliant IEPs for Teacher-Level Users

101

201Coordinated

Training

Register at: https://goo.gl/N3hMlVRegister at: https://goo.gl/j0h0EO

10/7/163/17/17

9:00am - 12:00pm


28

Grade Level

Target Audience


LCAP

REGIONAL


Half Day

REGISTRATION



8/1/16 Register at: https://goo.gl/W0qD3g

Register at: https://goo.gl/1ZnM0k

Register at: https://goo.gl/OFMm9H

Register at: https://goo.gl/v1e5oO8/2/16

8/4/16

7/25/16




Bay Area:1:00pm - 3:00pm

• Special Education Financing

• Fiscal or Program Staff

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.

Fiscal Workshop

29

Grade Level

Target Audience


LCAP

REGIONAL


Half Day

REGISTRATION



Bay Area:9:00am - 1:00pm

Los Angeles:10:00am - 2:00pm

10/27/16

11/2/16 Register at: https://goo.gl/NxiHVv

Register at: https://goo.gl/2yWaJl

Register at: https://goo.gl/ZSi3yF10/25/16San Diego:1:00pm - 5:00pm

11/1/16Sacramento:10:00am - 2:00pm

Register at: https://goo.gl/tiKfgb


• Accountability• Special Education Financing

• Fiscal or Program Staff

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

Program / Business Roundtable

30

Grade Level

Target Audience


LCAP

REGIONAL


Full Day

REGISTRATION




• Accountabilty

• Teachers• School Employed Mental Health

Professionals• Administrators• Paraeducators

This workshop explores the current research available surrounding the use of mindfulness with school-aged children, and addresses how they might be used as part of crisis intervention and trauma informed care. It also examines other strategies to promote resilience among school-aged youth (e.g., school connectedness). From this workshop participants will: (a) gain an understanding of the research supporting the use of mindfulness with children; (b) be given information about a three-tiered

school-based mindfulness model addressing prevention, early intervention, and targeted intervention services, and; (c) be instructed on how to make use of these practical school-based mindfulness techniques, resiliency building strategies, and interventions designed to support trauma exposed youth. Handouts highlighting the model and practical tools are offered.Presented by:Stephen E. Brock, PhD, NCSP, LEPProfessor and School Psychology Program CoordinatorCalifornia State University, Sacramento Melissa Holland, PhD Assistant Professor & Fieldwork-Intern Coordinator California State University, Sacramento

Mindfuless/Trauma Informed Care


Los Angeles:9:30am - 4:30pm

3/30/17

4/27/17

Register at: https://goo.gl/DuWlrP

Register at: https://goo.gl/IIVkO1

31

Grade Level

Target Audience


LCAP

REGIONAL


Full Day



REGISTRATIONBay Area:8:00am - 4:00pm

Register at: https://goo.gl/hGrIrA8/23/16

Register at: https://goo.gl/Jxpm2o1/17/17Register at: https://goo.gl/H5jQpW10/25/16

Register at: https://goo.gl/DLhQyC3/28/17

Los Angeles:8:00am - 4:00pm Register at: https://goo.gl/yU0Ls21/18/17

Register at: https://goo.gl/Q8yM3L10/25/16

Register at: https://goo.gl/IMbWko5/3/17

San Diego:8:00am - 4:00pm

Register at: https://goo.gl/ylNBrD8/23/16

Register at: https://goo.gl/X2qPRV2/22/17Register at: https://goo.gl/7Ck0Tt10/27/16

Sacramento:8:00am - 4:00pm Register at: https://goo.gl/5eS1W01/18/17

Register at: https://goo.gl/P11HrC10/27/16

Register at: https://goo.gl/pmwJUn3/30/17Register at: https://goo.gl/q6scKS4/26/17

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.


• Accountability

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.

Participants will be able to:• Identify behaviors that could lead to a crisis• Appropriately intervene in a crisis situation• Maintain rapport with the acting-out individual• Know when an intervention requires documentation

NOTE: 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. CPI Transition Plan from Legacy to the Enhanced Program

Crisis Prevention & Intervention (CPI) Full Day™

Full-Cert

32

REGIONAL Half Day





Grade Level

LCAP

REGISTRATION

• Special Ed Admin• Special Ed Teachers• Special Ed Related Service

Providers• General Ed Admin• School Psychologists• Case Managers


• Accountability

The Non-Violent Crisis Prevention Intervention (CPI) Recertification training is designed to provide participants with knowledge and resources so they may respond early and effectively to individuals who are exhibiting challenging behaviors.

Participants will be able to: • Identify behaviors that could lead to a crisis• Appropriately intervene in a crisis situation• Maintain rapport with the acting-out individual• Know when an intervention requires documentation

NOTE: Participants must be able to physically perform the CPI Personal Safety Techniques and attend the entire training to be recertified. 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. CPI Transition Plan from Legacy to the Enhanced Program

Crisis Prevention & Intervention (CPI) Recertification™

Recert


Register at: https://goo.gl/E52hqS8/24/16

Register at: https://goo.gl/cStixj1/18/17Register at: https://goo.gl/d3AgPv10/18/16

Register at: https://goo.gl/4A8dR63/29/17

Los Angeles:8:00am - 12:00pm Register at: https://goo.gl/DNynPq

Register at: https://goo.gl/6qXyXh1/19/17

10/18/17

Register at: https://goo.gl/LgGx3V5/4/17

San Diego:8:00am - 12:00pm Register at: https://goo.gl/kCbDZ52/23/17

Register at: https://goo.gl/azjF6B10/28/16

Sacramento:8:00am - 12:00pm Register at: https://goo.gl/mmi7fo1/19/17

Register at: https://goo.gl/HFHgHj10/28/16

Register at: https://goo.gl/8KKSkA3/29/17Register at: https://goo.gl/MJBmCB4/27/17

Target Audience

33

Grade Level

Target Audience


LCAP

REGIONAL


Half Day

REGISTRATION



Register at: https://goo.gl/qCYG5S10/5/16San Diego:12:00pm - 3:00pm

Register at: https://goo.gl/0s4iDQ10/6/16Los Angeles:12:00pm - 3:00pm

Register at: https://goo.gl/uWY1y110/4/16Bay Area:12:00pm - 3:00pm


• Assessment


Communication is a key factor in the ability to de-escalate situations when students are having behavioral or emotional difficulties. In these situations, trained and skilled educators can better prevent and resolve student crises. This training is designed to provide participants with information and resources needed to effectively intervene before, during and after a behavioral escalation.

Participants will be able to:• Identify the function of a behavior in order to meaningfully target

interventions• Manage challenging student behaviors• Promote student engagement• Improve school climate

Use Your Words: Verbal De-escalation Techniques


Register at: https://goo.gl/vs4Snp10/7/16

34

Grade Level

Target Audience


LCAP

Site-Based


Full Day

REGISTRATION



Site-Based Trainings may be requested via your SELPA Program Specialist with a minimum of 10 participants at your school site. Participants will represent your school only. Should you wish to have a Site-Based Training, but do not have 10 participants, the SELPA may be able to pair your school’s/district’s needs with other local schools/districts in order to offer the training at your site.




Building a positive school climate by creating campus-wide, universal behavioral supports increases student engagement, student academic achievement, and staff job satisfaction. This training focuses on assisting educators in implementing school-wide positive behavioral systems and supports to ensure success for all students.

Participants will be able to:• Implement campus-wide, universal supports that build a positive school

climate within a Multi-Tiered System of Support framework• Tailor tools such as Social Emotional Learning Curriculum, PBIS and

Restorative Practices to meet the unique needs of the individual school site• Develop a beginning implementation plan

Positive School Climate 1 (PSC1):Campus-Wide Universal Supports

PSC 1

35

Grade Level

Target Audience


LCAP

Site-Based


Full Day

REGISTRATION



Site-Based Trainings may be requested via your SELPA Program Specialist with a minimum of 10 participants at your school site. Participants will represent your school only. Should you wish to have a Site-Based Training, but do not have 10 participants, the SELPA may be able to pair your school’s/LEA’s needs with other local schools/LEAs in order to offer the training at your site.



• Special Ed Admin• Special Ed Teachers• General Ed Admin• General Ed Teachers• Case Managers

Building a positive school climate by creating classroom-based supports increases student engagement, student academic achievement, and staff job satisfaction. Students’ behavioral needs can be met by having teachers trained in a variety of classroom-based supports to fill their behavioral tool kit with a diverse array of skills and strategies.

Participants will be able to:• Implement classroom-based interventions to build a positive classroom

climate.• Describe a variety of classroom management techniques and classroom-

based restorative practices. • Identify and share resources for improving classroom management

Positive School Climate 2 (PSC2):Classroom-Based Supports

PSC 2

36

Grade Level

Target Audience


LCAP

Site-Based

• Secondary• ElementaryREGISTRATION




Full Day


• Special Ed Admin• Special Ed Teachers• Special Ed Related Service Providers• School Counselors• General Ed Admin• General Ed Teachers• School Psychologists

Building a positive school climate by creating intensive, individualized behavioral supports increases student engagement. An array of tiered behavioral interventions built within an MTSS framework helps schools support all students, including those who have not responded to prior universal or classroom-based interventions. More intensive supports allow students to build valuable coping skills needed to ensure access to education.

Participants will be able to:• Share how intensive, individual supports support individual student needs.• Identify students who need more intensive supports, how to monitor

progress, and move students in/out of supports.• Summarize key components of restorative practices (to use one-to-one) and

how these practices can inform student’s IEP goals and services, student academic achievement, and staff job satisfaction.

Positive School Climate 3 (PSC3): Intense, Individualized Supports

PSC 3

37

Grade Level

Target Audience


LCAP

Site-Based





Full Day

There is a major focus in current policy and a shift in accountability towards developing a positive school climate to improve student engagement and outcomes for all children. Positive behavior intervention and supports (PBIS) involves the creation of one system for improving school climate that uses a school-wide approach for establishing the supports needed to help students achieve social, behavioral, and academic success.

Participants will be able to:• Describe the core components of PBIS, including school-wide, classroom,

and individual supports.• Identify data collection tools to support the development of PBIS systems

and program maintenance• Analyze sample school wide PBIS systems and create a plan for

implementation of PBIS at their LEA/district





Positive Behavior Intervention and Support (PBIS)

PBIS

This training can be delivered either as

one full day training or three separate 2

hour trainings.

38

Grade Level

Target Audience


LCAP

Site-Based








• Special Ed Admin• Special Ed Teachers• School Counselors• General Ed Admin• General Ed Teachers• School Psychologists• Case Managers

Obtaining a deeper understanding of behavior, as well as building a more robust behavioral intervention toolbox, will support educators in gaining the confidence and competence needed to respond to a variety of behavioral challenges, resulting in increased student success and teacher satisfaction.

Participants will be able to:• Implement preventative techniques to avoid behavior escalation• Identifying the function of a behavior• Select tools for meaningful data collection • Utilize positive behavioral interventions in order to create positive learning

environment for all students• Build a home-school connection to better support students across all

settings with the goal of improved student engagement and access to learning

Understanding and Managing Challenging Behaviors

BEHAVIORINTERVENTIONS

(3hr)

HalfDay

39

Grade Level

Target Audience


LCAP

Site-Based





Inclusive practices provide academic, social, and behavioral benefits to all students and increase post-school outcomes for students with special needs. These practices allow general education and special education teachers to work together to support students’ learning needs across settings.

Participants will be able to:• Describe the role of the general education teacher in the inclusive

classroom. • Identify the guidelines, principles, and checkpoints of Universal Design for

Learning (UDL) • Collaboratively develop and track accommodations and/or modifications

being provided in the general education classroom• Promote collaboration between general and special

education personnel both in the classroom and their role in the IEP process.

• Evidence Based School & Classroom Practices

• Special Ed Admin• Special Ed Teachers• General Ed Admin• General Ed Teachers• Case Managers

Roles of the General Education Teacher in Special Education

(3hr)

HalfDay

40

Grade Level

Target Audience


LCAP

Site-Based







Under the Individuals with Disabilities in Education Act (IDEA) students with disabilities have the right to a free appropriate public education that supports them in gaining educational benefit. Students’ educational programs offer them educational benefit by allowing access the general curriculum and progress towards IEP goals.

Participants will be able to:• Define educational benefit, what it entails, and how it is determined• Use a variety of tools and resources to determine whether students are

receiving educational benefit • Analyze and review of student files and case studies to evaluate whether

educational benefit has been provided

Determining Educational Benefit

(3hr)

HalfDay

41

Grade Level

Target Audience


LCAP

Site-Based









Students on the autism spectrum benefit from specific supports, services and goals to assure that they are receiving educational benefit. Programs designed to meet the unique needs of students with autism require planning, preparation, and staff training.

Participants will be able to:• Describe the diagnostic characteristics of students with autism• Use data to develop goals and services; and evidenced-based interventions• List the essential elements for building an autism program, including

considerations surrounding staffing, credentialing, classroom supplies, grouping (by age/disability/class-size), aid supports, physical and environmental factors, and inclusion opportunities

Program Development: Students with Autism

Autism (3hr)

HalfDay

42

Grade Level

Target Audience


LCAP

Site-Based



REGISTRATION




Students with mental health and behavioral needs may require layered interventions that include school-wide, classroom-based, and individual supports. Through a tiered system of support framework, schools can be innovative in how they address students’ mental health needs.

Participants will be able to:• Describe a variety of possible interventions and supports for students with

mental health needs• Develop a program design and identify staffing needs• Ensure that IEPs are designed to support students’ mental health needs• Explore possible funding sources to support program development

Program Development: Providing Mental Health Supports

ERMHS




(3hr)

HalfDay

43

Grade Level

Target Audience


LCAP

Site-Based







Completing high school and planning for adult life can be both exciting and challenging, particularly for students with disabilities. Schools may need to provide direct intervention and coaching to ensure students successfully transition to college/training, work and community life.

Participants will be able to:• List the components of effective post-secondary assessment • Develop appropriate transition IEPs for high school students using a person-

centered approach• Identify and utilize resources currently in place for the purpose of organizing

community-based activities • Engage community members and local businesses to develop employment

opportunities for high school students• Support parents as their students transition from school to

adult life

Program Development: Post-Secondary Transition

Transition (3hr)

HalfDay

44

Grade Level

Target Audience


LCAP





Site-Based





Federal law requires that students with disabilities receive a free appropriate education (FAPE) in the least restrictive environment (LRE). The collaboration between special educators and general educators has promoted the possibilities of educating students with disabilities in the least restrictive environment - the inclusive general education classroom.

This training will provide participants with information on the historical context of inclusion, the importance of a unified education system of support, and the benefits of inclusion for both general and special education students. Participants will learn how to define accessibility, create adaptations to curriculum, and create environmental supports in an inclusive classroom. Participants will also learn how to identify the guidelines, principles, and checkpoints of Universal Design for Learning (UDL), and how to implement UDL for lesson design, instruction, and assessment. Tips will be provided for shared instruction, collaborative lesson planning, and how to use the IEP process in an inclusive school.

Program Development: Inclusive Practices

Inclusion

Full Day

45

Grade Level

Target Audience


LCAP

Site-Based





(3hr)

HalfDay





The goal for all students with IEPs is to maximize and expand time in general education.Utilizing co-teaching, Universal Design for Learning, and collaborative teaching practices allows all students to benefit from a truly inclusive educational environment where all students may succeed.

Participants will be able to:• Identify the key components of educational environments where students

are able to succeed• Establish guidelines, principles and check-points of Universal Design for

Learning (UDL)• Implement UDL lessons, instruction and assessments• Describe shared instruction, collaborative lesson planning/scheduling and

the benefits to a variety of co-teaching models

Program Development: Co-Teaching Models

Co-Teaching

47

Grade Level

Target Audience


Special Ed Task Force:

Webinar


2hr

REGISTRATION



Register at: https://goo.gl/g4P8Jq

Register at: https://goo.gl/pdHbct



11/10/16

3/9/17


• Accountability

• Staff Seeking Legal Advice

The El Dorado County Charter SELPA is partnering with the Charter SELPA legal counsel to offer individual guidance relating to legal questions in special education. During each session, schools will meet with an attorney and a SELPA team member to discuss any critical issues or concerns you may have.

Schools may sign-up for 20 minute sessions within the three hour period.

Special Education Legal Open House

48

Grade Level

Target Audience


LCAP

Webinar




1.5hrGaining a sound understanding of the SEIS system, or refreshing skills for more experienced users, can save valuable time throughout the year and ensure that accurate and compliant IEPs are being developed.

These quarterly interactive, live SEIS webinars will provide participants with the opportunity to learn or review elements of the SEIS system in order to ensure that data submitted is fully compliant and error-free.

Participants will be able to:• Reduce the number of Data-Identified Noncompliance (DINC) errors• Prepare for upcoming CASEMIS reporting • Draft Individual Education Plans (IEPs)


• Accountability

• Special Ed Admin• Special Ed Teachers• Special Ed Related Service Providers• Case Managers

Quarterly SEIS Trainings and Troubleshooting Forum

Monthly

Register at: https://goo.gl/Y88WZh10/12/16Webinar:2:00pm - 3:30pm

Register at: https://goo.gl/YFvfnH11/16/16Webinar:2:00pm - 3:30pm

Register at: https://goo.gl/UYjGZS2/6/17Webinar:10:30am - 12:00pm

Register at: https://goo.gl/eHLTyG4/12/17Webinar:10:30am - 12:00pm

49

Grade Level

Target Audience



Webinar




2.5hr



• Special Ed Admin• Special Ed Teachers• Special Ed Related Service Providers• School Counselors• School Psychologists• Case Managers

Presented by Heather M Edwards - Attorney at Law, Girard & Edwards

Largely because of their transience, students in foster care make up an alarmingly high proportion of children with disabilities, high school dropouts, and students repeating grades when compared to their non-foster peers. Therefore, over the last decade the Legislature has steadily worked to ensure (and in some cases extend)

the educational rights of children in foster care. In the areas of special education, parent/surrogate rights, student discipline and pupil records, LEAs are held to a different standard when serving foster youth. This webinar will address these distinctions and provide guidance to LEAs on the best practices by which to serve this population.

The Role of LEAs in Supporting Children with Disabilities in Foster Care


Register at: https://goo.gl/Wso6mN2/21/17

50

Grade Level

Target Audience


LCAP

Webinar


2hr

REGISTRATION



Students who struggle with executive functioning deficits may have difficulty with organizational skills, time management, and social thinking. Understanding executive functioning and social thinking allows teachers and parents to develop accommodations and supports to improve a student’s ability to understand and navigate within school and the community.

Participants will be able to:• Describe how executive functioning and social thinking components are

connected • Share how deficits in these areas impact student learning and social

functioning • Implement teaching strategies and utilize resources that will assist in

developing unique supports for students to build skills to overcome these deficits



Understanding and Improving Executive Functioning Skills


2/27/17 Register at: https://goo.gl/G5tY8I

51

Grade Level

Target Audience



Webinar


2hr

REGISTRATION




10/18/16 Register at: https://goo.gl/ikDFpc


• Special Ed Admin• Special Ed Teachers• Special Ed Related Service Providers• School Counselors• General Ed Admin• School Psychologists• Case Managers

In some situations, Independent Study (IS) programs may provide an appropriate placement and scope of services for students with disabilities. Participants will learn how principles such as least restrictive environment (LRE), educational benefit, and free and appropriate public education (FAPE) apply to this increasing popular educational option.

Participants will be able to:• Identify characteristics of independent study programs• List considerations when a student with an IEP is placed on independent

study• Collaborate with parents, teachers, and student to support independent

study placements• Describe different service models, curricular adaptations, and overcoming

potential barriers when serving students with IEPs in an IS setting.

Serving Students with Disabilities in an Independent Study (IS) Setting

Return To Table of ContentsOUR TEAM

LEADERSHIP

David TostonAssociate Superintendent

Tamara ClayEDCOE SELPA Director

Kale ElledgeSELPA Public Relations Coordinator

Ginese QuannCharter SELPA Director

Robert SteponovichBusiness Services Director

Sharon SmitData Compliance Coordinator

Kevin SchaeferDirector of Program Support


Samantha ConwayProgram Assistant

Nickie TerpeningProgram Assistant

Jeff IllingworthProgram Assistant

Kelly CarnahanProgram Assistant

Melissa GuessSecretary II

Kim PrattSecretary II

Arianna BarreraProgram Assistant

Kathleen Hall Administrative Assistant

ADMINISTRATIVE SUPPORT

Tara StoutProgram Assistant


Crystal KeithProgram Specialist

Kathleen KendallProgram Specialist

Alison RoseProgram Specialist

Kathy SmileyProgram Specialist

Janelle MercadoProgram Specialist

Daina MahaffeyProgram Specialist

Kirstin ComstockProgram Specialist

PROGRAM SPECIALISTS

Christina FrenchProgram Specialist

Katelyn JamesProgram Specialist

Sean AndrewProgram Specialist

Lena WilliamsonProgram Specialist

Moises BuhainProgram Specialist

Erin FinnellAccountant

Beverly BairAccountant

Amy BuenoAccount Technician

Amanda RamirezProgram Technician

Kate GaleaProgram Technician

Amanda AndersonProgram Technician

OUR TEAM Return To Table of Contents

Kathleen KendallProgram Specialist

BUSINESS OFFICE & PROGRAM TECHNICIANS

© 2016 El Dorado County Charter SELPA

Documents

The El Dorado County Charter Special Education...2017/01/27 · Establishing and implementing Universal Design for Learning (UDL) and a Multi-Tiered System of Supports (MTSS) to support