General Information

The Inclusionary Practices Professional Development Project is a state-wide focus on professional development designed to support staff to increase inclusion for students with disabilities. The project is funded by OSPI and open to all educators and community members in Washington state (including education support professionals, administration, paraeducators, parents, special education personnel, and general education personnel.)

WEA’s Inclusionary Practices Project (IPP) is providing professional development asynchronous courses on the Canvas learning management system (LMS). Clock Hours are available at no charge. Register for each course using the link listed next to the course name. You will receive an email confirmation from WEA as well as a registration email from Instructure/Canvas. Once you complete the course including the evaluation, you will receive a clock hour verification form within 7-10 business days.

These courses were created with flexibility in mind, hence there are no due dates for discussions or assignments, except for the final deadlines each year. You will move through the course at your own pace. Think of the course like a book with some interaction. While there are no due dates, there are some important deadlines listed below.

Important Deadlines

Friday, June 10th, 2022          Last day to register for a course

Monday, June 20th, 2022      Last day to complete courses for the 2021-22 year

Thursday, June 30th, 2022     Last day to record clock hours in OSPI eCertification for certificates expiring June 30, 2022

*June 30, 2022 is the last day to submit an application through OSPI eCertification to renew certificates expiring June 30, 2022. However, WEA needs time to process your clock hours and time to address any issues that may occur, which is why the last date to complete any courses needed for certificate renewal is June 20th.

Registration Information

Register using the links below. If you are new to WEA's Canvas, an account will automatically be created for you.

Notes:

  1. Register using Google Chrome or Mozilla Firefox. If you use Internet Explorer or Safari, you maynot be registered.
  2. Do not supress email. If you do, that will tell the system to not send emails and you will not be able to access your courses.

If you are not reciving the registration email or do not see a course on your dashboard, please email WEA Canvas Administrator, Kendru Dimalanta at kdimalanta@washingtonea.org.

Course List

Behavioral Health Impacts of COVID-19 and THINK Toolbox (1.5 hours) | Registration

Dr. Kira Mauseth, from the Washington DOH Behavioral Health Strike Team, will share current youth behavioral health symptoms and how those correspond with the phases of disaster, as well as the newly released COVID-19 Back-to-Classroom THINK Toolbox.

The COVID-19 Back-to-Classroom THINK Toolbox includes:

  • Impact of Disasters on Children and Teens
  • The Importance of Resilience
  • Impact of COVID-19 on School Staff and Mentors: How to Effectively Practice Self-Care
  • Tools for Teachers – Interventions for the Classroom
  • Tools for Coaches, Mentors, and Other School Staff
  • Tools for Parents and Caregivers

Building Relationships at a Distance (1.5 hours) | Registration

Student engagement in the traditional and virtual classroom remains a priority for teachers. As they build and maintain virtual spaces, teachers will use this session to develop or improve on SEL and safe space practices at a distance. With an emphasis on communication, non-verbal gestures, and questions building empathy, participants will work to improve their EQ within themselves and within their instructional practice. Building relationships and making connections is critical in these unprecedented times, and by doing so we can increase student engagement in rigorous curricular lessons.

Building Routines for Student Success in a Virtual Space (1.5 hours) | Registration

How can physical classroom routines (submitting work and getting help) be transformed for effective use in virtual spaces? This webinar will discuss how to teach students necessary skills to confidently navigate virtual learning communities and help students transition to virtual/remote learning that seems familiar to face-to-face instruction.

Building Slides for Accessibility: Why and How (1.5 hours) | Registration

In this workshop we will explore best practices for online digital-visual accessibility. The majority of our time will be spent learning about practical tools and strategies you can implement immediately and efficiently into your lessons. The tool we will focus on for this presentation is Google Slides, but the principles can be applied widely to any digital content.

Creating a Virtual Classroom (App) with Google Slides (1.5 hours) | Registration

Do you want to find a way to organize yourself AND your students by finding everything in one place? You can create a virtual classroom with Google Slides & Bitmoji that can also be turned into an app for phones and tablets. You will create hyperlinks, use keyboard shortcuts, and learn other tips & tricks on how to use Google Slides features.

Data Collection in the Inclusive Classrooms (20 hours) | Registration

The main purpose of this course is to improve data collection methods in the general and special education settings. This course introduces the steps to the data collection process, provides an overview of preparing for gathering data, and discusses different strategies for collecting data in various scenarios. Participants will learn strategies to use technology to streamline data collection and create efficient practices. This course includes demonstrations and practice opportunities using common data collection methods and allows participants to analyze data into useful information for monitoring student progress. Participants will also learn how high leverage practices improve data collection strategies to demonstrate equity and inclusionary practices.

De-Escalation and Behavior Modifications (4 hours) | Registration

Designed to empower paraeducators and school staff to address student agitation and escalating behavior and to calm and refocus the behavior back to student learning and time on task. Teaches educators to understand that behavior is a form of communication and as a result, identify the aspects of escalating behavior, address the escalation, and select the correct response options. Provides practical strategies, ideas, resources, and tools to better engage with students during times of escalation. It is specifically designed for both education support personnel and certificated staff, basically anyone that works with students in a school setting.

Differentiating and Team Teaching: Distance Learning Edition (1.5 hours) | Registration

Tools like Seesaw, Flipgrid and Google Classroom are beloved by educators across the nation and can be utilized to serve our students with direct, targeted assignments via enrollment in multiple classes or with the use of co-teachers. Entire grade levels may benefit from a shared space, and special area teachers and support staff can be linked to their students more easily.  Get some strategies for possibilities of maintaining multiple groups of students in classes and including co-teachers - or getting yourself included in pre-existing ones!

Digital Reading Strategies (1.5 hours) | Registration

Engage students with digital reading strategies. Differentiate and maximize your plan time with EdTech like self-grading Readworks! Customize your lessons quickly with digital sorts and graphic organizers through Google Slides, Google Draw, and Padlet.

EdTech Pedagogy in Early Childhood (1.5 hours) | Registration

Our youngest learners are navigating the world online and offline. How can we best accommodate the digital world, keeping our early childhood student's diverse and unique needs in mind? Using technology to provide learning but also knowing when offline options are best or better; a look at evaluating technology and developing online activities for our students with parent supports.

Equity, Inclusion, and Variability (1.5 hours) | Registration

For centuries, schools worked well for those students who arrived ready to learn. When students struggled, they were often labeled as disabled - yet research is now clear that it's not students, but our systems, that are disabled. Inclusive practices challenge education systems of the past by embracing student variability and eliminating barriers to learning. In this session, we will explore the concepts of variability and barriers in educational settings and dive into why it is critical for us to create more equitable and inclusive learning environments so that all learners can thrive and succeed.

Facilitating Quality Practice (1.5 hours) | Registration

Quality practice looks, sounds, and feels different virtually. Let us practice with tools that teachers and paraeducators can use with students. We will learn about best practices for online learning, including instructor presence, learning objectives, real world applications, clear expectations, engaging students, prompt feedback, and netiquette. The session will focus on two platforms: Seesaw and Google Classroom.

Facilitating Student Collaboration in Virtual Spaces (1.5 hours) | Registration

Facilitating interactive collaboration and active student engagement while teaching virtually is a large yet essential task. Teachers need to assess formatively, and students need to have autonomy and ownership in their learning. Using tools such as Pear Deck, Jamboard, Padlet, and MURAL will allow students to interact with you and the class like they would have with your white board in your physical classroom. There are so many options...but which platform(s) should we use and why?! In this session, participants will compare and contrast various interactive tools, and will consider how and why these can support developmentally appropriate practices, formative assessment, community building, and engagement. This training will provide a springboard to create lasting relationships in virtual spaces.

High Leverage Practices for Inclusive Classrooms (15 hours) | Registration

The purpose of this course is to provide participants with a greater understanding and ability to utilize High Leverage Practices in their teaching. It is also our hope that each participant truly understands how to be a culturally responsive teacher and be able to develop rich, authentic, relationships with each student. Participants will understand the value of professional collaboration among educational support staff, educators, administrators, parents, and community members to utilize effective communication toward developing and implementing meaningful, inclusive educational programs. Participants will learn strategies to use assessment data to inform, guide, evaluate, and adjust instruction. Participants will develop skills to support social-emotional/behavioral student success by establishing a consistent, organized, and respectful learning environment, providing feedback to guide students’ behavior; explicitly teaching appropriate social skills; conducting functional behavior assessments, and developing behavior intervention plans as needed. Participants will familiarize themselves with specific content and equitable pedagogical knowledge to design, deliver, reflect, and evaluate their instructional bias and effectiveness.

Identity, Mirrors, and Funds of Knowledge (1.5 hours) | Registration

Being culturally sustaining means our learners must be able to see themselves in their work. To honor the identities and experiences of our learners, we must harness Funds of Knowledge and create learning experiences that are authentic, meaningful, and linguistically appropriate. In this session, we will explore how we can use the best practices of Universal Design for Learning alongside culturally responsive and sustaining teaching techniques so that our learners feel like their educational experiences were designed for them.

Intelligent Lives: An Inclusionary Practices Journey (6 hours) | Registration

The documentary film, Intelligent Lives, stars three pioneering young American adults with intellectual disabilities –Micah, Naieer, and Naomie –who challenge perceptions of intelligence as they navigate high school, college, and the workforce, “People with intellectual disabilities are the most segregated of all Americans,” filmmaker Dan Habib says. “Only 17 percent of students with intellectual disabilities are included in regular education. Just 40 percent will graduate from high school. And of the 6.5 million Americans with intellectual disability, barely 15 percent are employed.”

During this course, participants will watch the documentary in segments, participate in discussions and reflections, and explore connections to educational practices that support the inclusion of students with intellectual disabilities.

Laying the Groundwork for Social Justice (1.5 hours) | Registration

Every student deserves the opportunity to be successful regardless of their zip code, the color of their skin, the language they speak, their sexual and/or gender identity, their religion, and whether or not they have a disability. This requires us to examine our own power and privilege, drop our egos, commit to removing barriers for all learners, and treat our learners with the unequivocal respect and dignity they deserve. This session will support educators called to this task to provide nurturing conditions, challenge each other with radical candor, and be open to the voices of our learners as we listen and celebrate their stories of self.

Leveling up Google Slides for Seesaw and Google Classroom (1.5 hours) | Registration

Google Slides is a tool that allows educators to share a variety of information with students in a dynamic fashion. In this course, participants will learn fundamental principles of information design that will empower them to make high-quality Google Slides presentations. Participants will then learn how to integrate Google Slides with Seesaw and Google Classroom for presenting information, giving directions, and creating templates for students to make their own presentations.

Math at a Distance Best Practices (1.5 hours) | Registration

How can I use common Google and EdTech tools to support collaborative math practice and discussion at a distance? We will explore one learning cycle and deeply engage in the design thinking behind the how the EdTech selected supports student engagement, virtual discourse and opportunities for elaboration and student evaluation. 

Maximizing Google Classroom for Remote Learning (1.5 hours) | Registration

So, you have a Google Classroom that you use off and on. Now's the time to take it to the next level. Come learn about how to maximize Google Classroom for remote teaching and learning purposes.

Phenomena-Centered Science in Your (Virtual) Classroom (1.5 hours) | Registration

Centering your K-12 science instruction around phenomena can build student engagement and understanding, even in a virtual or blended classroom environment. We’ll explore key aspects of science instruction, share NGSS-aligned resources for the new school year, and consider strategies (like Driving Question Boards) that support science in your K-12 (possibly virtual) classrooms.

Planning for a Week of Distance Learning (1.5 hours) | Registration

Explore a few examples of what distance education might "look" like in K-12 classrooms from EdTech experts. We will also explore the transition thinking required that best supports student engagement and (hopefully) success.

Providing Accommodations and Scaffolds (1.5 hours) | Registration

How do you support students with IEPs, language learners, and older students with developing literacy skills in a distance learning environment? Learn strategies for providing accommodations, scaffolds, SIOP features, and elements of explicit instruction in an asynchronous setting that support all students.

Screencasting for Distance, Hybrid, and In-Person Learning (1.5 hours) | Registration

Many options to screen record are wonderful. This AS Online training will explore the benefits of Loom and other screen casting applications. Participants will learn about options for no downloading, no waiting, no fuss. Make a video with your webcam image or without, manage what content is shared and how, create the video and get a link to share without delay. Learn how to add to Chrome, use, and share. Then give it a go! A Library of Loom examples will be shared with members who are encouraged to make and link a Loom of their own.

Seesaw – Intermediate Level (1.5 hours) | Registration

Take a deeper dive into the many features of Seesaw. Learn how to create your own custom Seesaw Activities. Also discover how Seesaw's built-in features like folders, skills, and blogs can help streamline the assessment and feedback processes, whether at home or in the classroom. This session is perfect for educators who have attended our beginning Seesaw session or have been using Seesaw and want to learn more.

Social Emotional Equitable Learning (1.5 hours) | Registration

This webinar presentation is rooted in relational equity and culturally responsive teaching methods, especially when learning at a distance. Participants will learn about the importance of building authentic relationships with students, families, and staff members and how these essential relationships impact student success, resiliency, and hope. 

Social Emotional Learning in a Virtual Space (1.5 hours) | Registration

How can you create meaningful relationships with and between students in a safe virtual space? This AS Online training seeks to answer this question with *already tried it* practices. Learn about different strategies, exercises, and activities that put SEL at the forefront in an intentional and transparent way.

Standards-Based Grading that Promotes Equity and Inclusion (10 hours) | Registration

Have you ever thought about why we grade? Are we celebrating success and punishing failure? Are we communicating about learning with students, parents, and administrators? Are we training students that work hard leads to rewards? And do your grades mean the same thing as your colleague across the hall or across the state? Grades are a central part of teaching and learning in most classrooms. But we teachers rarely have time to reflect on why we grade or what our grades truly mean. This collection of resources will help you examine the purpose of grades in your classroom and transform your grading practices from points into passion for learning. In this 10-hour module, teachers will learn how standards-based grading can foster equitable learning environments that celebrate student growth and respond to student needs. With the support of research and classroom artifacts, teachers will articulate their own grading philosophy before creating a plan to integrate content-area standards into rubrics, learning targets, and gradebooks. Because standards-based grading is a significant shift for many teachers, students, and parents, teachers will also take time to draft a plan for communicating this shift with stakeholders impacted by their grading practices.

STEM for Primary (K-6) Educators (15 hours - STEM) | Registration

Scientific studies have shown that children learn faster than adults.  Most of that early learning is focused on developing language skills and communications skills.  There is little to no emphasis on STEM learning.  As it turns out, there are a lot of benefits of introducing STEM at an early age. This training, geared towards K-6 teachers, will provide strategies, ideas, and examples of how to introduce STEM in early educator classrooms and include connections to inclusionary practices. You will be submitting work as assignments, taking surveys and quizzes, and participating in discussion boards for this class. The ultimate goal is that you can walk away with an integrated STEM lesson plan that will be important and usable in your classroom.

This training meets the STEM certificate renewal requirement (RCW 28A.10.2212).

STEM for Secondary (6-12) Educators (15 hours - STEM) | Registration

This course aims to teach participants about science, engineering, math, and inclusionary practices with a little dose of technology. The participant will then reflect on their current practice, identify areas of growth, and fully incorporate these ideas into an integrated science, engineering, math lesson, project, or unit plan with a focus on Universal Design for Learning inclusionary practices.

This training meets the STEM certificate renewal requirement (RCW 28A.10.2212).

STEM Integration and Inclusionary Practices (15 hours - STEM) | Registration

The application of STEM in the classroom can transcend beyond learning science and math facts. STEM integration provides students the opportunities to learn 21st century skills such as questioning the world around them, processing what they learned, collaborating well with others, and communicating with peers and adults alike. Additionally, a focus on Inclusionary Practices, where all students are afforded the chance of a dynamic, important education, are intrinsically linked with STEM in the classroom.

This training meets the STEM certificate renewal requirement (RCW 28A.10.2212).

STEMisizing Your Instruction (15 hours - STEM) | Registration

Participants will gain a deeper understanding of Science, Technology, Engineering and Math Standards as they learn how to STEMisize a classroom.  Participants will create a personal resource bank of ideas, activities and materials and learn how to take an existing unit of instruction in any content area and STEMisize the unit to include STEM models and computational thinking.  

This training meets the STEM certificate renewal requirement (RCW 28A.10.2212).

TPEP 101 (4 Hours) | Registration

Participants will review the main components of the TPEP 4-tiered evaluation process and learn about the updates of the system to enhance their professional growth and improve student learning.  Areas of emphasis will include the state eight criteria, the three OSPI approved instructional frameworks, rubrics, student growth rubrics, comprehensive and focused evaluation comparisons, probation, and the scoring methodologies for evaluation.

Note: This course is for WEA members 

TPEP Evidence and Artifacts (8 Hours) | Registration

Participants deepen their understanding of the certificated TPEP 4-tiered evaluation system to enhance effective teaching practice and student learning.  There will be an emphasis on exploring evidence and artifacts from multiple origins including observations, student growth, reflective and professional practice, and through conversations. Participants will also start aligning evidence with their instructional framework using a component alignment tool.

Note: This course is for WEA members     

UDL: A Day of Universal Design (3 Hours) | Registration

This course is provided, in partnership, with Katie Novak, UDL expert, author, and consultant. The course covers Universal Design for Learning topics, such as UDL and COVID - equitable services, the Opportunity Myth, MTSS, and UDL lesson planning.

UDL as an Instrument for Change (1.5 hours) | Registration

If we truly want to be inclusive in our districts, schools, and classrooms, we must proactively plan for student variability and diversity which requires transforming “tried and true” practices to ensure we are meeting the needs of all learners and providing them with opportunities to reach rigorous grade-level standards. In this session, we will explore how we can use the best practices of Universal Design for Learning to create powerful change that inspires, educates, and drives students into action.

If you have questions, please contact WEA Canvas Administrator Kendru Dimalanta at kdimalanta@washingtonea.org

Additional Professional Development Opportunities