Professional Development
PBIS training with golden valley unified school district
Virtual PBIS training with golden valley unified school district![]()
Virtual
PBIS training with golden valley unified school district
Date: 5 Days from September through February:
Event Dates: September 9, 2024; September 13, 2024; October 18, 2024; January 10, 2025; February 14, 2025
Time not specified:
Registration Opens August 14, 2024
Join us for a five-day experience exploring the schoolwide and classroom implementation of Positive Behavioral Interventions and Supports (PBIS) framework. Designed for leaders and practitioners who envision culturally relevant and equitable implementation and outcomes that create a school culture that supports the social, emotional, and behavioral (SEB) wellbeing for ALL - Staff, Students, Families.
Ethnic studies community of practice (cop)
Ethnic studies community of practice (cop) ![]()
Ethnic studies community of practice (cop)
Date: 6 Day Event from September through February:
Event Dates: September 25, 2024; October 23, 2024; November 20, 2024; December 11, 2024 January 15, 2025; February 12, 2025
Time: 8:00 am -- 3:30 pm
8:00 - 8:30 am Check-In & Continental Breakfast
Participants will be enrolled in six full-day sessions of Ethnic Studies Community of Practice (CoP) to:
- Develop Your Ethnic Studies District Definition
- Select Core Ethnic Studies Groups
- Explore Available Resources
- Develop Comprehensive Units with Provided Templates and Resources
- Select Grading Options
- Receive Additional Guidance
Participants should bring a fully charged device at all work sessions.
Harassment Prevention & Anti-Bullying Training
Harassment Prevention & Anti-Bullying Training![]()
Harassment Prevention & Anti-Bullying Training
Date: December 11, 2024
Time: 10:00 am - 12:00 pm
Harassment Prevention & Anti-Bullying Training
Harassment Prevention & Anti-Bullying Training
Harassment Prevention & Anti-Bullying Training![]()
Harassment Prevention & Anti-Bullying Training
Date: December 11, 2024
Time: 1:30 pm - 3:30 pm
Harassment Prevention & Anti-Bullying Training
Being a Partner in Play: Cultivating Curiosity
Being a Partner in Play: Cultivating Curiosity![]()
Being a Partner in Play: Cultivating Curiosity
Date: January 14, 2025
Time: 8:30 am - 3:30 pm
What intentional choices can we make with children to support their learning while being a partner in play? We will look at specific strategies that enrich being a partner in play through opportunities for discovery, and actively participating in their play. As responsive partners in play, we will address the growth of the whole child while respecting them and their play.
Outcomes: As a result of this workshop, participants will be able to:
• list opportunities for a child’s discovery.
• utilize effective strategies to enhance partnership in play.
Outcomes: As a result of this workshop, participants will be able to:
• list opportunities for a child’s discovery.
• utilize effective strategies to enhance partnership in play.
Assistive Technology and Dyslexia
virtualAssistive Technology and Dyslexia![]()
virtual
Assistive Technology and Dyslexia
Date: January 21, 2025
Time: 8:00 am - 11:00 am
Time: 8:00 am - 11:00 am
▪ ▪ ▪ VIRTUAL TRAINING AT NO COST ▪ ▪ ▪
The term Assistive Technology (AT) refers to the services and devices that enable people with disabilities to help achieve independence and enhance their quality of life. For people with dyslexia, assistive technology provides tools that ease the demands of reading and writing and allow them to learn and function independently. Assistive technology helps students with dyslexia save time and overcome challenges, such as messy notetaking, slow reading speed, and poor handwriting allowing them to demonstrate their abilities in ways that were once unimaginable. As a result of using assistive technology, a student may actually develop a love of reading while building their vocabulary, decoding skills, fluency, comprehension, and confidence. Assistive technology is not a substitute for good teaching or remediation. It simply gives a student access to the curriculum while the student continues to build skills through quality instruction. According to the California Dyslexia Guidelines, "it is never too early to introduce assistive technology to a student. If the student is struggling despite the use of interventions and strategies, assistive technology may help them experience more success. It can help a student to develop independence, bolster self-esteem, and reduce time and stress spent on schoolwork."
Participants will be able to
- Understand the cognitive elements of reading and its relationship to assistive technology.
- Analyze student data using assistive technology assessment to determine appropriate tools.
- Create a list of possible assistive technology tools to support students with dyslexia.
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Please note: There is a registration minimum requirement that must be met by Tuesday, January 7, 2025. If not met, training may be cancelled.
Madera-Mariposa SELPA Member LEAs: Please note if attendee is a no-show without prior cancellation notification, there will be a no-show fee charged to your LEA.
Madera-Mariposa SELPA Member LEAs: Please note if attendee is a no-show without prior cancellation notification, there will be a no-show fee charged to your LEA.
Pyramid Model Tiers 1 & 2
Pyramid Model Tiers 1 & 2![]()
Pyramid Model Tiers 1 & 2
Date: February 4, 2025
Time: 8:30 am - 3:30 pm
Time: 8:30 am - 3:30 pm
Morning Session
Pyramid Module 1
In this session, we will dive into tier 1 of the Pyramid Model to gain a better understanding of how to set children up for success. We will begin by discussing the components of a high-quality supportive
environment, and how to ensure that our environment is set up with those as the foundation. We will take the time to evaluate our environment, and plan for any needed changes. We will also learn the importance of developing nurturing and responsive relationships with each child, because safe, secure relationships are the
foundation to learning.
Outcomes: As a result of this workshop, participants will be able to:
• create a high-quality supportive learning environment that promotes positive outcomes for all
children.
• develop supportive, responsive relationships with all children.
Afternoon Session
Pyramid Module 2
In this session, we will dive into tier 2 of the Pyramid Model to learn how to proactively teach social emotional literacy, rather than being reactive to unwanted behaviors. We will discuss emotional awareness to help children recognize and understand their own feelings and actions as well as those of others. We will also learn how to help children become aware of how our feelings and actions affect ourselves and others. Finally, we will discuss the importance of self-regulation and learn how to support children in being
able to express their thoughts, feelings, and behaviors in socially appropriate ways and to work through conflict with others.
Outcomes: As a result of this workshop, participants will be able to:
• utilize positive behavior supports to promote social and emotional competence in children.
• develop intentional lessons that support the teaching of emotional literacy.
• implement strategies to support children in developing self-regulation, conflict resolution, and social
problem-solving.
Pyramid Module 1
In this session, we will dive into tier 1 of the Pyramid Model to gain a better understanding of how to set children up for success. We will begin by discussing the components of a high-quality supportive
environment, and how to ensure that our environment is set up with those as the foundation. We will take the time to evaluate our environment, and plan for any needed changes. We will also learn the importance of developing nurturing and responsive relationships with each child, because safe, secure relationships are the
foundation to learning.
Outcomes: As a result of this workshop, participants will be able to:
• create a high-quality supportive learning environment that promotes positive outcomes for all
children.
• develop supportive, responsive relationships with all children.
Afternoon Session
Pyramid Module 2
In this session, we will dive into tier 2 of the Pyramid Model to learn how to proactively teach social emotional literacy, rather than being reactive to unwanted behaviors. We will discuss emotional awareness to help children recognize and understand their own feelings and actions as well as those of others. We will also learn how to help children become aware of how our feelings and actions affect ourselves and others. Finally, we will discuss the importance of self-regulation and learn how to support children in being
able to express their thoughts, feelings, and behaviors in socially appropriate ways and to work through conflict with others.
Outcomes: As a result of this workshop, participants will be able to:
• utilize positive behavior supports to promote social and emotional competence in children.
• develop intentional lessons that support the teaching of emotional literacy.
• implement strategies to support children in developing self-regulation, conflict resolution, and social
problem-solving.
Youth Vaping Alternative Program Education (YVAPE) & Kick-IT CA Webinar
Youth Vaping Alternative Program Education (YVAPE) & Kick-IT CA Webinar![]()
Youth Vaping Alternative Program Education (YVAPE) & Kick-IT CA Webinar
Date: February 12, 2025
Time: 3:30 pm - 4:30 pm
Kick It California (formerly the California Smokers' Helpline) offers this 60-minute webinar to schools, community organizations, and health professionals on their alternative to suspension program and cessation referral process for students using tobacco, nicotine vapes, and cannabis vape devices. Participants will obtain a clear understanding of the process of referral, what takes place after referral, the tracking systems for referrals, and other available resources.
Tier 1 AAC Foundations Module - 2-Day Training
Tier 1 AAC Foundations Module - 2-Day Training![]()
Tier 1 AAC Foundations Module - 2-Day Training
Date: February 24 & 25, 2025
Time: 9:00 am - 4:00 pm
Time: 9:00 am - 4:00 pm
Space is limited, Register Now!
AAC Foundations is part of Building Tiered Supports for AAC, and is the first of three tiers of training. The AAC Foundations trainings are designed to bring speech-language pathologists together with teachers, occupational therapists, physical therapists, school psychologists, behaviorists, paraeducators...anyone who can play a critical role in a collective team supporting the language and communication skill development for our students who use aided forms of communication.
These sessions were designed to not only give you new content or ideas to explore, but to connect, collaborate and engage in ways to make this information meaningful and to practice with some new skills. You will get the most out of these trainings if you are ready to start on time, and remain present and engaged throughout our time together. We will walk you through some opening routines at the start of our first session, to make sure everyone is ready to go, and then each subsequent session will start with some pre-session activity, and all sessions will end with some post-session activity to extend your learning. The bulk of our time together will be “live” with lots of opportunities for you to be active (through chats, polls, surveys, exploration, and collaboration in breakout groups).
AAC Foundations is part of Building Tiered Supports for AAC, and is the first of three tiers of training. The AAC Foundations trainings are designed to bring speech-language pathologists together with teachers, occupational therapists, physical therapists, school psychologists, behaviorists, paraeducators...anyone who can play a critical role in a collective team supporting the language and communication skill development for our students who use aided forms of communication.
These sessions were designed to not only give you new content or ideas to explore, but to connect, collaborate and engage in ways to make this information meaningful and to practice with some new skills. You will get the most out of these trainings if you are ready to start on time, and remain present and engaged throughout our time together. We will walk you through some opening routines at the start of our first session, to make sure everyone is ready to go, and then each subsequent session will start with some pre-session activity, and all sessions will end with some post-session activity to extend your learning. The bulk of our time together will be “live” with lots of opportunities for you to be active (through chats, polls, surveys, exploration, and collaboration in breakout groups).
This course meets the requirements for 12 hours of continuing professional development for Speech-Language Pathologists as required by the California Speech-Language Pathology and Audiology Licensing Board (PDP #338). 100% attendance is required to earn CEUs.
***NOTE: Please bring your own technology (laptop, Ipad, charger, etc.) and be aware we have limited power strip availability***
Assistive Technology to Support Individuals with Autism Spectrum Disorders
virtualAssistive Technology to Support Individuals with Autism Spectrum Disorders![]()
virtual
Assistive Technology to Support Individuals with Autism Spectrum Disorders
Date: February 28, 2025
Time: 12:30 pm - 3:30 pm
Time: 12:30 pm - 3:30 pm
***VIRTUAL TRAINING AT NO COST***
Students diagnosed with an autism spectrum disorder process visual information easier than auditory information. Research has shown that use of Assistive Technology (AT) can support individuals with autism spectrum disorders. Assistive Technology is defined as: "Any item, piece of equipment, or product system acquired commercially off-the-shelf, modified, or customized that is used to increase, maintain, or improve functional capabilities of individuals with disabilities." When addressing AT needs, the assessment process includes a feature match to student needs. Assistive Technology enables students with autism spectrum disorders to process information through their stronger learning modality. This training will discuss a variety of Assistive Technology tools that can support individuals with an autism spectrum disorder.
Participants will be able to
- Identify student characteristics/needs that can be addressed through Assistive Technology.
- List assistive technology tools to support students with an autism spectrum disorder.
- Organize AT into core areas to support every aspect of daily living in order to improve the functional capabilities of individuals with autism.
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Please note: There is a registration minimum requirement that must be met. If not met, training may be cancelled.
Madera-Mariposa SELPA Member LEAs: Please note if attendee is a no-show without prior cancellation notification, there will be a no-show fee charged to your LEA.
Madera-Mariposa SELPA Member LEAs: Please note if attendee is a no-show without prior cancellation notification, there will be a no-show fee charged to your LEA.
