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New trainings to support educators with distance learning

12/15/2020
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WEA's Inclusionary Practices Project and Special Education Support Center (SESC) is providing professional development via Zoom.

Courses are free and clock hours will be available for each session. Courses are available to all; you do not need to be a WEA member. Register early as we only have space for the first 500 participants. Once a course is full, the course will no longer be listed in the dropdown menu.

Universal Design for Learning (6 Hours)
Tuesday, Feb. 16, and Thursday, Feb. 18, 4:30-7:30 p.m.

Participants will learn about Universal Design for Learning, a framework for inclusive education that aims to reduce barriers to learning and optimize each individual student’s opportunity to learn in the general education setting. The course will be organized into 4 core areas: equity and inclusionary practices, UDL Principles, overcoming barriers to implementation, and practical tips for implementing UDL principles in the classroom. To fully participate, attendees should plan on bringing a laptop. Some of the course materials and resources will be accessed online.

Seesaw Intermediate (1.5 hours)
Wednesday, Feb. 17, 4-5:30 p.m.

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.

Explicit Instruction (6 Hours)
Monday, Feb. 22, and Thursday, Feb. 25, 4:30-7:30 p.m.

Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. Explicit instruction is a way to deliver direct, structured instruction to students—from kindergartners to high-schoolers. It is a well-researched, highly effective instructional strategy. In this course participants will be introduced to the 16 elements of Explicit Instruction. Participants will learn how to design different types of lessons using Explicit Instruction and different strategies for delivering instruction. Participants will be able to apply their knowledge and understanding of the elements in designing a lesson plan that maximizes student engagement and learning. 

Beyond Intrinsic Motivation: Building Reward Systems (6 Hours)
Monday, Feb. 22, and Wednesday, Feb. 25, 4:30-7:30 p.m.

This course looks beyond self-motivation and the innate desire to succeed. It examines the difference between rewards and bribes while taking into consideration the need for all student to feel successful. The participants will compare adult and student perspectives to understand the underlying principles that drive motivation. Using positive behavior supports and these perspectives, the participant will obtain ideas and resources to effectively create, track, and facilitate a reward system within a variety of academic settings to include distance learning.

Accommodations & Modifications: Strategies for Educators (2 Hours)
Tuesday, Feb. 23, 5:30-7:30 p.m.

This course provides participants with practical strategies to use in the classroom to support all students, including those with disabilities. The course covers a variety of possible accommodations, categorized by presentation, setting, response, and timing/scheduling. Modifications to curriculum will be discussed and examples will be provided. Additionally, a small portion of the course will address how staff can advocate for student accommodations and modifications during an IEP.

High Leverage Practices for Inclusive Hybrid/Online Learning (6 Hours)
Tuesday, March 2, and Thursday, March 4, 4:30-7:30 p.m.

Participants will learn a set of equitable practices that are integral to the support of student learning in the general education setting. These 22 practices can be systematically taught, learned, and implemented by all educational professionals working with students who have disabilities. The course will be organized into 4 separate essential functions: collaboration, assessment, social emotional/behavioral, and instructional practices. To fully participate, attendees should plan on bringing a laptop. Some of the course materials and resources will be accessed online. All participants that complete the course will receive an electronic copy of the book High Leverage Practices for Inclusive Classrooms. (While supplies last.) 

Maximizing Google Classroom for Remote Learning (1.5 hours)
Wednessday, March 3, 4-5:30 p.m.

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 & learning purposes.

STEM in Sports: Using Sports for STEM Learning in Your Classrooms (15 hours)
Part I: Friday, March 5; Part II: Monday, March 8; Part III: Friday, March 12; Part IV: Monday, March 15, and Part V: Friday, March 19. All 4-6 p.m.

This course includes 10 hours of synchronous training via Zoom and 5 hours of independent, asynchronous training (homework). This course is designed to help you to take the practice of a sport (any sport) and show and enhance STEM through the lens of sports. The course will shine a light on students who are motivated by sports and show how STEM can be incorporated into sports activities.

This course includes inclusionary practices so that all kids can learn. Universal Design for Learning will also be a part of this course.

This course includes a brief overview of STEM Standards, a few examples then asks participants to address their own standards: NGSS (Science and Engineering), CCSS (Math), Computer Science and Technology.

Course Objectives:

  • Participants will learn how to build a unit in their content area that features Sports and STEM
  • Participants will learn how to incorporate inclusionary practices into their content area
  • Participants will learn how to incorporate Computer Science and science into their content areas
  • Participants will learn how to incorporate student voice and UDL practices

Special Education Safety (3 Hours)
Monday, March 8, 4:30-7:30 p.m.

Participants discuss appropriate placement and services and steps to take when injury occurs. In addition, participants will review discipline changes in general education, discipline procedures in special education, restraint and isolation regulation and court cases involving staff injuries.

Programming for Specially Designed Instruction in the Inclusive Classroom (3 Hours)
Tuesday, March 16, and Thursday, March 18, 4:30-7:30 p.m.

Participants will learn the history of special education as it relates to specially designed instruction for students with disabilities. Attendees will learn what specially designed instruction is, and how our current IEP process supports collaborative opportunities for implementing SDI. Participants will have the opportunity to work with curriculum materials to outline SDI opportunities in an inclusive classroom. This course is intended for special education teachers, general education teachers, administrators and paraeducators working with students with disabilities attending general education inclusive classrooms.

Early Childhood and Preschoolers with Autism (6 Hours)
Monday, March 22, and Thursday, March 25, 4:30-7:30 p.m.

This class reviews research demonstrating why an inclusive setting is important for preschool age autistic students as well as provides examples of LREs and how they relate to inclusive settings for preschool age students with autism. Other concepts covered in this class include: strategies to use with autistic students in the inclusive setting, examples of functional routines and their importance in the early childhood classroom as well as how to write goals so they can be embedded in the regular activities of the day.

De-Escalation Strategies for Educators (3 Hours)
Tuesday, March 23, 4:30-7:30 p.m.

Participants learn to recognize signs of a potential behavioral crisis and intervene to prevent further escalation along the escalation/de-escalation cycle. At the end of this course, participants will be able to: Determine individual student behavior triggers, understand and describe the escalation cycle, learn strategies to intervene at each stage of the escalation cycle.

IMPORTANT: Registration is a TWO-step process.

1. Register for each course using this link: https://forms.washingtonea.org/Forms/pdonline

2. Use the registration link in your confirmation email to complete the Zoom registration

You will immediately be directed to the course Zoom information page, including the link to access the course. SAVE this information. You can also add the event information to your calendar from this page.

If you have questions, please contact Annie Lamberto, alamberto@washingtonea.org or Rosy Wokabi, rwokabi@washingtonea.org.

At the end of each course, you will need to fill out the "End of Course Evaluation" to receive clock hours. A clock hour verification form will be sent to you in about 7-10 business days after completing this survey as your assignment and submissions need to be verified by the instructors and then processed in the PD Network.

In addition to these courses, WEA also offers the following asynchronous course offerings.
 

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