Professional Learning: Intervention & Instruction

Formal professional learning opportunities offered by the Diagnostic Center, Northern California (DCN). This is part of the 2026-27 Professional Development Catalog.

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Topic Areas: Assessment | Behavior | Dual Language Learners | Intervention & Instruction | Mental Health

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Role of Speech Language Pathologists in Supporting Deaf and Hard-of Hearing Students (New!)

This focused training equips speech-language pathologists with practical skills needed to support Deaf and Hard of Hearing (DHH) students. Participants will explore the concept of full accessibility and gain knowledge of assistive technology and essential assessments. The session also covers how to identify necessary and appropriate assessments and implement inter-professional practice when working with DHH students.

Presenter(s)

Intended Audience

  • Speech-Language Pathologists working with Deaf and Hard of Hearing students

Sessions

  • IN096: In-Person (1.5 hours)
  • IN095: Virtual (1.5 hours)

Participants Will

  • Describe the benefits of access
  • Identify technology services and devices
  • Recognize malfunctions with technology
  • Identify necessary and appropriate assessments
  • Discuss ways to implement interpersonal practice
  • Differentiate between language deprivation and language disorder

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Modeling Language During Play (New!)

This focused training equips staff in preschool classrooms with the knowledge to infuse language learning opportunities throughout the day. Participants will explore how the concepts of play, language, and communication interact and support each other and techniques to support students outside of speech-language sessions.

Presenter(s)

Intended Audience

  • Pre-School Teachers and Support Staff
  • Speech-Language Pathologists

Sessions

  • IN097: Virtual (1 hours)

Participants Will

  • Describebenefits and elements of play
  • Define"Play" and "Language"
  • Identify communicative functions
  • Recognize ways that play, language, and communication are interconnected
  • Learn to model language during existing routines

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The Paraprofessional Role: Supporting Instruction, Behavior, and Student Success (New!)

Paraprofessionals play a critical role in supporting students with diverse learning and behavioral needs in special education settings. This training provides foundational knowledge and practical strategies to help paraprofessionals effectively support instruction, behavior, and student independence. Participants will learn how disabilities impact learning, clarify their roles and responsibilities within the classroom, and understand how to support students using proactive strategies, prompting, and consistent communication. This training emphasizes teamwork and consistency to ensure all staff are working together to support student success.

Presenter(s)

Intended Audience

  • Paraprofessionals/Instructional aides
  • Special education staff
  • General education teachers working with paraprofessionals

Sessions

  • PR007: In-Person (1.5 hours)
  • PR008: Virtual (1.5 hours)

Participants Will

  • Understand how disabilities and developmental levels impact student learning
  • Identify the roles and responsibilities of paraprofessionals within the classroom
  • Apply prompting strategies to support student independence and engagement
  • Recognize how behavior communicates student needs and how to respond effectively
  • Implement proactive strategies to support student success during daily routines
  • Describe how data collection supports student progress and instructional decisions
  • Use effective communication strategies to collaborate with teachers and support staff

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Writing for All: Assessment and Instruction for Students with Intellectual Disabilities (New!)

Students with extensive support needs often have complex learning profiles that include differences in communication, sensory processing, regulation, and cognitive development. When these differences are not well understood, student behavior can be misinterpreted or difficult for teams to interpret, making it challenging to identify the supports students need to successfully participate in school. This training introduces a neurodivergent-affirming framework for supporting Extensive Support Needs (ESN) students by examining how communication, predictability, meaningful engagement, and supportive instructional design influence behavior and participation. Participants will explore practical strategies for interpreting behavior, strengthening proactive supports, and designing classroom environments that increase access, autonomy, and engagement for students with complex learning profiles.

Presenter(s)

Intended Audience

  • Special Education Teachers
  • Service Providers
  • Administrators
  • Paraprofessionals

Sessions

  • IN092: In-Person (3 hours)
  • IN091: Virtual (2 hours)

Participants Will

  • Explain the core components of written expression and how they present in students with intellectual disabilities
  • Interpret writing samples and assessment data to identify clear, actionable instructional priorities
  • Design explicit, scaffolded writing instruction that supports independence and can be implemented consistently across team members and learning contexts

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Building Language and Literacy for Students with Intellectual Disabilities: Conventional Literacy (New!)

The second session in this series focuses on conventional literacy learners. Conventional literacy refers to reading and writing that follow the forms and conventions of written language. Students at this stage benefit from instruction that strengthens decoding, word recognition, vocabulary, comprehension, and written expression--enabling them to read unfamiliar text and communicate their ideas through writing.

In this session, participants will explore how to move beyond memorized sight words and provide comprehensive literacy instruction that supports growing independence in reading and writing. The session highlights practical strategies for teaching word-level reading skills while continuing to develop language comprehension and meaningful interaction with text.

Presenter(s)

Intended Audience

  • Any educator interested in building language and literacy skills for students with intellectual disabilities including but not limited to:
  • Special education teachers
  • School psychologists
  • Administrators
  • Speech language pathologists

Sessions

  • IN094: In-Person (3 hours)
  • IN093: Virtual (2 hours)

Participants Will

  • Teach word reading and decoding skillsthat allow students to read beyond memorized sight words
  • Strengthen vocabulary, language comprehension, and understanding of text
  • Design literacy activities that help students read new text and communicate through writing

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Neurodivergent Affirming Support for Students with Extensive Support Needs (New!)

Students with extensive support needs often have complex learning profiles that include differences in communication, sensory processing, regulation, and cognitive development. When these differences are not well understood, student behavior can be misinterpreted or difficult for teams to interpret, making it challenging to identify the supports students need to successfully participate in school. This training introduces a neurodivergent-affirming framework for supporting Extensive Support Needs (ESN) students by examining how communication, predictability, meaningful engagement, and supportive instructional design influence behavior and participation. Participants will explore practical strategies for interpreting behavior, strengthening proactive supports, and designing classroom environments that increase access, autonomy, and engagement for students with complex learning profiles.

Presenter(s)

Intended Audience

  • Special Education Teachers
  • Service Providers
  • Administrators
  • Paraprofessionals

Sessions

  • IN090: In-Person (3 hours)
  • IN089: Virtual (2 hours)

Participants Will

  • Recognize how complex learning profiles influence behavior, communication, and engagement for students with ESN
  • Identify environmental and instructional barriers that impact regulation and participation
  • Implement proactive supports that increase communication access, predictability, and meaningful engagement
  • Apply neurodivergent-affirming strategies that support autonomy, regulation, and learning in ESN classrooms

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Supporting Communication for Students with Complex Access Needs: A Case Study Exploration (New!)

This training examines how to support students with complex communication access needs who use Augmentative and Alternative Communication (AAC) through case studies. The session focuses on guiding frameworks for decision making that can be applied across students and settings. Participants will explore key factors that influence access, including motor, sensory, positioning, fatigue, and engagement, and how these interact with communication, language, and participation. Through guided case analysis, the training focuses on how to navigate access challenges, identify appropriate supports across low-, mid-, and high-tech options, and maintain a focus onrobust communication systems and supports.

Presenter(s)

Intended Audience

  • Speech-Language Pathologists (primary)
  • Assistive Technology Specialists
  • Special Education Teachers
  • Related service providers (Occupational Therapist / Physical Therapist) involved in access

Sessions

  • IN104: In-Person (3 hours)
  • IN103: Virtual (2 hours)

Participants Will

  • Identify key factors that impact AAC access for students with complex communication needs
  • Explore AAC access strategies across low-, mid-, and high-tech options through case study examples
  • Describe considerations and general featuresof a range of alternative access methods (switches, scanning, head tracking, eye gaze)
  • Apply a decision-making framework that prioritizes bothaccess and robust language
  • Develop practical next steps for trialing and supporting alternative access within school-based teams

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Promoting Confident Communication: Creating Supportive Environments for Students Who Stutter (New!)

School team members support students who stutter, and helping these students communicate confidently and participate fully in school is essential to their educational success. This workshop will review practical strategies for creating supportive classroom and school environments. Participants will explore approaches that foster student confidence, promote functional communication, and enhance participation across academic and social settings, including strategies that can be applied in a variety of settings.

Presenter(s)

Intended Audience

  • Speech-language pathologists
  • Special education teachers

Sessions

  • IN100: In-Person (1.5 hours)
  • IN099: Virtual (1.5 hours)

Participants Will

  • Describe common myths and misconceptions about stuttering and explain how stuttering may impact student communication
  • Explain the role of classroom and school environments in supporting students who stutter
  • Identify the core components of supportive environments that foster confidence and participation
  • Learn practical strategies to promote confidence, engagement, and active participation in students who stutter

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Communication Matters: What Every School Team Should Know About Speech and Language Development (New!)

Effective communication is foundational to student learning, social participation, and overall school success. Differences in speech and language development can affect classroom performance in subtle or significant ways, and school teams may not always recognize these impacts. This workshop provides practical insights into typical and atypical speech and language development, highlighting how differences can influence academic, social, and behavioral outcomes. Participants will gain actionable strategies to integrate language supports into classroom routines and school-wide practices. Attendees will leave with a clearer understanding of how to collaborate effectively with Speech-Language Pathologists (SLPs) to promote student success.

Presenter(s)

Intended Audience

  • Speech-language pathologists
  • Special education teachers

Sessions

  • IN102: In-Person (1.5 hours)
  • IN101: Virtual (1.5 hours)

Participants Will

  • Identify the core domains of speech and language development and recognize typical versus atypical patterns in school-age students
  • Analyze how differences in communication can impact academic performance, social participation, and behavior
  • Explain strategies for supporting students with speech and language differences in classroom and school-wide routines
  • Implement practical approaches to promote communication, participation, and success for students with diverse speech and language needs

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Augmentative and Alternative Communication in the Classroom: From Foundations to Practice

This training provides a comprehensive introduction to Augmentative and Alternative Communication (AAC), covering foundational principles and research, communicator profiles, case studies, universal strategies, lesson planning, and classroom application. While many educators and support staff rely on Speech-Language Pathologists (SLPs) for AAC guidance, communication happens all day, every day--not just in the speech room. This session equips classroom teams with the knowledge and strategies to create inclusive environments that support students with diverse communication needs. By fostering a shared understanding of communication modalities and universal classroom supports, educators can confidently integrate AAC into daily instruction. We highly recommend that classroom teams and service providers attend together. Attendees will leave with practical strategies and resources for immediate implementation.

Presenter(s)

Intended Audience

  • Teachers
  • Speech-Language Pathologists
  • School psychologists
  • Board Certified Behavior Analysts
  • Occupational Therapists
  • Para-educators
  • Any professionals supporting students using augmentative and alternative communication (AAC) devices

Sessions

  • IN065: In-Person (5 hours)
  • IN063: Virtual Part 1 of 3 ( 1.5 hours)
  • IN064: Virtual Part 2 of 3 ( 1.5 hours)
  • IN088: Virtual Part 3 of 3 ( 1.5 hours)

Participants Will

  • Develop understanding of the research behind AAC Implementation
  • See all students as communicators and understand that there are no prerequisites to communication access
  • Recognize their active role as communication partner
  • Learn to build opportunities for students to participate in their educational environment consistently across settings
  • Support implementation of low, mid and high tech tools throughout the school day (universal and student specific)
  • Ensure that classrooms are designed for communication access and have embedded language enriched supports
  • Understand and implement universal strategies to support skill development with AAC systems

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Social Communication in School-Age Students

George wants friends. He wants to belong. But social interactions don't always go the way he expects. He may interrupt, shift topics quickly, or miss the nonverbal cues others seem to intuitively understand. He's often corrected, misunderstood, or blamed, and over time, these experiences can affect his relationships, participation, and sense of belonging.

Students like George are in every school--and school staff such as psychologists, teachers, counselors and speech Language pathologists play a critical role in understanding and supporting their social communication.

This dynamic training will reframe how we think about social communication. You'll deepen your understanding of what social communication is, how to assess it in meaningful and respectful ways, and how to implement evidence-based supports that promote authentic connection, autonomy, and participation. Designed for school staff working with students in late elementary through high school, this session will provide practical, immediately usable strategies to support students across educational settings.

Presenter(s)

Intended Audience

  • Speech-language pathologists
  • Administrators
  • Special education teachers
  • School psychologists

Sessions

  • IN014: In-Person (3 hours)
  • IN032: Virtual session 1 of 2 (1.5 hours)
  • IN033: Virtual session 2 of 2 (1.5 hours)

Participants Will

  • Define social communicationand describe its core components, including the interaction of social cognition, language, executive functioning, and contextual factors across late elementary through high school settings
  • Identify and apply evidence-based assessment practicesto evaluate social communication in ways that distinguish difference from disorder and prioritize authentic participation and student perspectives
  • Interpret assessment findingsto determine how social communication differences affect students' access to curriculum, relationships, and participation across educational environments
  • Select and implement evidence-based intervention strategiesthat support students' autonomy, self-advocacy, and meaningful engagement in social and academic contexts

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Integrating Phonemic Awareness into Speech and Language Intervention

We all know how important phonemic awareness is to the development of reading and writing skills. So many of our students with speech and language impairments are lacking in these skills. What is a busy SLP to do? How can we efficiently integrate phonemic awareness into our sessions to address these essential skills? This webinar will get you fired up to do just that!

Presenter(s)

Intended Audience

  • Speech language pathologists
  • Administrators

Sessions

  • IN041: In-Person (3 Hours)
  • IN019: Virtual (2 hours)

Participants Will

  • Explain the importance of phonemic awareness in literacy acquisition
  • Provide engaging intervention that integrates speech, language, and phonemic awareness skills

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How Paraprofessionals Can Support the Communication of Students Using Augmentative and Alternative Communication

Are you a paraprofessional who works with students who use augmentative and alternative communication (AAC)? Ever wonder how you can help support your students' communication? Well, this is the training for you. We will start with an overview of AAC. Then we will dive deep into two research-based techniques to support communication. First, we will discuss augmented language input. What it is and why it is essential for your students. Next, we will talk about storybook interactions and how to get the most out of them. Plenty of examples and opportunities to practice will be provided.

Presenter(s)

Intended Audience

  • Para-educators
  • Teachers new to supporting students who use augmentative and alternative communication (AAC)

Sessions

  • IN042: In-Person (3 Hours)
  • IN023: Virtual (2 hours)

Participants Will

  • Describe augmentative and alternative communication--what it is and why it is important
  • Support students who use AAC with techniques such augmented language input and storybook interactions

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Building Language and Literacy for Students with Intellectual Disabilities: Emergent Literacy

Reading and writing open doors to communication, independence, and participation in everyday life. Yet many students with intellectual disabilities are still taught primarily through the memorization of functional sight words. Memorizing sight words is not the same as learning to read. Functional literacy programs that rely on rote visual learning of words alone do not provide the skills students need to read text with understanding or write independently. Recent research shows that comprehensive literacy instruction--building language, print knowledge, word-reading skills, and writing--is most effective for students with intellectual disabilities.

This two-part professional learning series focuses on evidence-based language and literacy instruction across the continuum from emergent to conventional literacy. Participants will learn how to build the language, print knowledge, and word-level reading skills that support meaningful reading and writing. Each session provides practical strategies, classroom examples, and instructional routines that educators can begin using immediately.

The first session in this series focuses on emergent literacy learners. Emergent literacy refers to the early reading and writing behaviors and understandings that develop into conventional literacy. During this stage, students are learning how print works and how reading and writing function as tools for communication.

In this session, participants will explore how to teach foundational skills such as print concepts, alphabet knowledge, phonological awareness, and language comprehension through engaging literacy activities. We will examine how shared reading, interactive writing, and language-rich instruction help students understand that pictures and print carry meaning, words can be written down, and books and writing are ways people communicate with one another.

Participants will also explore how literacy instruction can support broader developmental goals, including vocabulary growth, joint attention, engagement with text, and social connection.

Presenter(s)

Intended Audience

Any educator interested in building language and literacy skills for students with intellectual disabilities including but not limited to:

  • Special education teachers
  • School psychologists
  • Administrators
  • Speech language pathologists

Sessions

  • IN044: In-Person (3 hours)
  • IN043: Virtual (2 hours)

Participants Will

  • Teach foundational literacy concepts such as how books work, how print carries meaning, and why people read and write
  • Build alphabet knowledge, phonological awareness, and language comprehension through meaningful literacy activities
  • Use shared reading and writing routines that strengthen attention, communication, and joint engagement with text

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Elementary and Middle School Math Screeners and Tier 2 Interventions

According to the Response to Intervention (RTI) model, before special education teams assess a student for a specific learning disability, it is best practice to have the student participate in a multi-tiered intervention program. This training will take a deep dive and investigate WHY intervention is important, why collecting data is important, and how to use our data to determine which students belong in Tier 2 and Tier 3 intervention programs. This training will also address Tier 2 and Tier 3 Math Intervention Programs that are currently being used in districts.

Presenter(s)

Intended Audience

  • Special education teachers (transitional kindergarten - 8th grade)
  • General education teachers (transitional kindergarten - 8th grade)
  • TOSA (teachers on special assignment focused in math)
  • School principals (elementary and middle school)

Sessions

  • IN049: In-Person (2 hours)
  • IN048: Virtual (1.5 hours)

Participants Will

  • Learn what RTI and Multi-Tiered System of Supports (MTSS) have in common and how they are different
  • Discuss the importance of math screeners
  • Explore both Tier 2 and Tier 3 interventions
  • Discuss the most popular Tier 2 Math Interventions that are being used today
  • Gain access to an online Padlet that is full of math intervention resources

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Tips and Tricks on How to Organize Your Caseload

Being a new teacher can be very overwhelming and one of the best ways to decrease that stress is to stay organized! There is not a class in graduate school that teaches you all these tricks to help make your first few years of teaching run as smooth as possible, so that is why we have created this training for new teachers! In this training you will learn helpful beginning of the year tips and tricks that can make your life in the classroom so much easier!

Presenter(s)

Intended Audience

  • New elementary resource teachers

Sessions

  • IN047: In-Person (1.5 hours)
  • IN016: Virtual (1.5 hours)

Participants Will

  • Learn strategies to organize your assessment calendar for the entire school year
  • Create a shared team planning document for all Individualized Education Plan (IEP) meetings
  • Create your own "IEP At A Glance" separate from the one provided on Special Education Information System (SEIS)
  • Learn various ways to create student groups that you pull throughout the week
  • Learn strategies on how to connect with the general education teachers and help them become aware of their students' needs, accommodations, and modifications that will take place in all classroom settings

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Elementary Math Instructional Strategies

Looking for engaging teaching strategies to use during your math lessons? This training is full of strategies to use in the classroom during math lessons that will get students moving around, actively participating, and are simply FUN! In this training we will discuss various ways to teach math vocabulary, skip counting, math facts, math word walls, and much more!

Presenter(s)

Intended Audience

  • Special education teachers (kindergarten - 5th grade)
    General education teachers (kindergarten - 5th grade)

Sessions

  • IN050: In-Person (2 hours)
  • IN022: Virtual (1.5 hours)

Participants Will

  • Learn various ways to teach and display math vocabulary words
  • Address the importance of skip counting for multiplication and division and learn some fun chants/raps that can be used with skip counting
  • Discuss various ways to incorporate movement into math lessons
  • Examine various ways to practice math facts (beyond flash cards)
  • Explore how to engage students by creating classroom transformations
  • Receive access to a Padlet with various resources

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Executive Functioning Academy - Part 5: How Does Executive Function Affect Writing? - For Teachers

Executive functions help us to set goals, plan, and organize our writing. They also help us manage our thoughts, feelings, and behaviors during the writing process. This type of self-management is known as self-regulation, and it's critical for writing. Many students who struggle in writing have a hard time with the various executive functions that they rely on to create a sentence or multi-paragraph essay. This training takes a deep dive into what exact executive functioning skills are required in writing and how we can support our students in each of these areas when they are given writing assignments.

Presenter(s)

Intended Audience

  • Special education teachers (transitional kindergarten - high school)
    General education teachers (transitional kindergarten - high school)

Sessions

  • IN053: In-Person (2 hours)
  • IN052: Virtual (1.5 hours)

Participants Will

  • Explore the various executive functioning skills that are required during the writing process
  • Learn various executive functioning strategies and accommodations to support students
  • Review a case study of a middle school student
  • Receive access to a Padlet filled with resources, links, and printouts to support students

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Universal Design for Learning - Part 2: Engagement, Representation, and Assessment Choice Boards

Universal design for learning (UDL) helps create inclusive and accessible learning environments for all students. By providing multiple means for action, expression and engagement, UDL allows for different learning styles and abilities to be accommodated. This leads to increased student engagement, motivation, and success in the classroom. This training takes a deep dive into understanding the three pillars of UDL (engagement, action & expression, and assessment). You will also learn how to create choice boards in each of those three pillars and have access to an extensive Padlet that contains ready to use resources for teachers to include on their choice boards.

Presenter(s)

Intended Audience

  • Special education teachers (transitional kindergarten - high school)
  • General education teachers (transitional kindergarten - high school)
  • Administrators

It is recommended that participants have a fundamental understanding of UDL to participate in this training. Participants are encouraged to take "Introduction to Universal Design for Learning (UDL)" prior to this training.

Sessions

  • IN069: In-Person (2 hours)
  • IN068: Virtual (2 hours)

Participants Will

  • Describe the three pillars of UDL (engagement, action & expression, and assessment)
  • Explore a variety of choice boards and discover how important they are in the UDL framework
  • Engage in instruction on how to create choice boards in all three pillars (engagement, action & expression, and assessment)
  • Receive access to a UDL Padlet that is full of resources, templates, examples, videos, and suggested reading materials

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Dyslexia Academy - Part 2: Interventions

The team has identified students who are struggling with reading....now what?

This training will provide resources for effective reading intervention for students with both phonological and orthographic deficits. Learn syllable types, decoding strategies, and multi-modal interventions for vowels and consonants.

Presenter(s)

Intended Audience

  • Education specialists
  • General education teachers
  • Reading specialists
  • Administrators
  • Speech-language pathologists
  • Any specialists who would like to gain a fundamental understanding of dyslexia and how it impacts student performance

Sessions

  • IN010: In-Person (2 hours)
  • IN027: Virtual (1.5 hours)

Participants Will

  • Learn multi-modal instructional strategies for students with phonological processing deficits
  • Learn instructional support for students with orthographic processing deficits
  • Learn technology tools to support reading intervention programs

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Screener Series 2: From Data to Design Using Reading Difficulties Risk Screener Data to Support All Learners

Strengthen your ability to interpret Reading Difficulties Risk Screener (RDRS) data and translate it into effective instructional planning. This session covers the cognitive underpinnings of reading development and provides practical responses to screening data within an Multi-Tiered System of Supports (MTSS) framework. Participants will gain actionable educational strategies and a deeper understanding of how to make data-informed decisions that support reading success for all students.

Presenter(s)

Intended Audience

  • General education teachers
  • Education specialists
  • Speech-language pathologists
  • School psychologists
  • Administrators
  • Para-educators
  • Any specialists who would like to gain a fundamental understanding of dyslexia and how it impacts student performance

Sessions

  • IN067: In-Person (2 hours)
  • IN066: Virtual (1.5 hours)

Participants Will

  • Learn the cognitive underpinnings for reading development
  • Learn how RDRS data can inform our instruction for students in kindergarten through Grade 2
  • Learn reading strategies for all tiers of the MTSS structure
  • Learn how Universal Design for Learning (UDL) can support reading development of all students

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Introduction to Universal Design for Learning

How can we support our students in the classroom no matter their function?

California's Education Task Force (2015) determined that Universal Design for Learning (UDL) is the framework for improving educational outcomes for all students. Learn how Universal Design for Learning can improve outcomes and accessibility for all students.

Presenter(s)

Intended Audience

  • Education specialists
  • General education teachers
  • Reading specialists
  • Administrators
  • Speech-language pathologists
  • Any specialists who would like to gain a fundamental understanding of UDL

Sessions

  • IN012: In-Person (2 hours)
  • IN030: Virtual (1.5 hours)

Participants Will

  • Review CAST.org checkpoints for UDL implementation
  • Learn the basics of UDL implementation
  • Learn technology tools to support curriculum access for all students

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Executive Functioning Academy - Part 3: Goal Writing

In this intermediate level training, educators will learn how to collect baseline data and write Executive Functioning goals for Individualized Education Plans (IEPs) and align them to the California Content State Standards (CCSS).

Presenter(s)

Intended Audience

  • General education teachers
  • Education specialists
  • School psychologists
  • Speech-language pathologists
  • School counselors
  • Administrators
  • Any educator who would like to learn about how to support, accommodate, and teach EF skills

Sessions

  • IN040: In-Person (2 hours)
  • IN039: Virtual (1.5 hours)

Participants Will

  • Review Executive Functioning domains and develop strategies for Executive Functioning data collection
  • Learn how to connect Executive Functioning goals to the California Content Standards
  • Learn how to write SMART (Specific, Measurable, Attainable, Relevant, Time-bound) goals to develop and support executive functioning skills

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Supporting Deaf and Hard of Hearing Students in a Hearing Environment

This comprehensive training equips educators with the practical skills needed to foster an equitable, inclusive learning environment for Deaf and Hard of Hearing (DHH) students. Participants will explore the transformative benefits of full accessibility and gain knowledge of assistive technology and essential assessments. The session also covers the application of accommodations and the professional role of American Sign Language (ASL) educational interpreters to ensure seamless classroom collaboration and improved student outcomes.

Presenter(s)

Intended Audience

  • Teachers--general education, special education, deaf and hard of hearing, special day class
  • Resource specialists and reading specialists
  • Program specialists
  • Administrators and special education leadership
  • School psychologists
  • Speech-language pathologists

Sessions

  • IN060: In-Person (3 hours)
  • IN058: Virtual - Part 1 (1.5 Hours)
  • IN059: Virtual - Part 2 (1.5 Hours)

Participants Will

  • Describe the benefits of access
  • Identify technology services and devices
  • Learn how to recognize and repair malfunctions with technology
  • Identify necessary and appropriate assessments
  • Identify strategies that support Deaf and Hard of Hearing students including accommodations listed on the Individual Education Plan (IEP)
  • Understand American Sign Language educational interpreters and their roles

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Girls with Autism: Supports and Interventions

Once girls are identified with Autism, the next step is providing supports that help them succeed in their educational environments. Many Autistic girls have subtle support needs related to executive functioning, social communication, and navigating the social and academic demands of school.

This final session of our three part series on Autistic girls focuses on practical strategies that school based teams such as psychologists, teachers, counselors and speech-language pathologists can use to support Autistic girls across school settings. Participants will learn evidence-based approaches that build on student strengths, reduce barriers, and promote engagement, independence, and well-being.

Examples, case applications, and opportunities for guided practice will be provided.

Presenter(s)

Intended Audience

Any member of a school-based team with an interest in supporting Autistic Girls, including but not limited to:

  • School Psychologists
  • Speech-Language Pathologists
  • Education Specialists
  • General Education Teachers
  • Administrators
  • Occupational Therapists

Sessions

  • IN046: In-Person (3 hours)
  • IN045: Virtual (2 hours)

Participants Will

  • Learn practical strategies to support students in school settings
  • Apply interdisciplinary approaches to support participation, independence, and success
  • Develop supports that align with students' strengths and individual learning profiles

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Executive Functioning Academy - Part 4: Supports, Strategies and Intervention

Executive functioning (EF) refers to a set of processes that have to do with managing oneself and one's resources to achieve a goal. It is an umbrella term for neurologically based skills involving mental control and self-regulation. It is now commonly believed that executive functions are essential for purposeful, goal directed behaviors and actions, and there is substantial evidence that academic achievement and appropriate executive function skills are correlated.

In this intermediate level training, educators will learn how to identify interventions, supports, and strategies to develop students' EF skills in the classroom.

It is recommended that participants have a fundamental understanding of EF to participate in this training. Participants are encouraged to take EF Academy Part 1 first if their understanding of executive functioning is at a beginner level

Presenter(s)

Intended Audience

  • General education teachers
  • Education specialists
  • School psychologists
  • Speech-language pathologists
  • School counselors
  • Administrators
  • Any educator who would like to learn about how to support, accommodate, and teach Executive Functioning (EF) skills

Sessions

  • IN013: In-Person (3 hours)
    Sessions can be taken individually, or as a sequence. Individual sessions will build off information from the previous ones.
  • IN031: Virtual (2 hours)
    Sessions can be taken individually, or as a sequence. Individual sessions will build off information from the previous ones.

Participants Will

  • Learn how Universal Design for Learning (UDL) strategies can support executive functioning deficits
  • Learn strategies for academic and behavioral support for students with executive functioning deficits
  • Learn how to develop intervention plans to effectively target student's EF needs
  • Learn how to incorporate EF training and intervention into the classroom

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Data Design and Collection in the Classroom

Ensuring student-focused progress requires accurate and efficient data collection, yet designing and managing these systems can be overwhelming. This training will provide practical strategies for developing reliable data collection methods that track student growth with precision and ease.

Participants will learn how to create user-friendly data collection forms, implement systems for organizing and analyzing data, and apply best practices for maintaining consistency in measurement. By the end of this training, attendees will have the tools to streamline data collection, make data-driven decisions, and ensure meaningful progress for every student.

Presenter(s)

Intended Audience

  • Special education teachers
  • Administrators and professionals supporting goal and learning data collection

Sessions

  • IN017: In-Person (3 hours)
  • IN036: Virtual session 1 of 2 (1.5 hours)
  • IN037: Virtual session 2 of 2 (1.5 hours)

Participants Will

  • Understand how to set attainable and reasonable mastery criteria for Individualized Education Plan (IEP) goals that drive effective data collection
  • Identify the appropriate type of data collection to use based on IEP goal examples
  • Take away ideas for systems to implement ongoing data collection
  • Discover organizational strategies and design systems to collect data and monitor progress

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Strategies for Effective Consultation Within the School Setting

Effective consultation with teachers is essential for supporting student success, yet finding ways to provide meaningful feedback and recommendations to busy, overwhelmed educators can be challenging. This training will focus on building consultation skills that foster collaboration, trust, and impactful support within the school setting. Participants will explore evidence-based consultation strategies, learn techniques for delivering feedback that leads to action, and develop approaches for overcoming common barriers to teacher engagement. Ample time will be provided for discussion and problem-solving, ensuring attendees leave with practical solutions to enhance their consultative relationships and maximize their impact in schools.

Presenter(s)

Intended Audience

  • Administrators
  • Board-certified behavior analysts (BCBAs)
  • Speech-language pathologists
  • School psychologists
  • Other professionals providing consultation to teachers

Sessions

  • IN057: In-Person (3 hours)
  • IN056: Virtual (2 hours)

Participants Will

  • Learn about evidence-based interventions for consultation
  • Explore simple, straightforward methods for providing consultation
  • Reflect on consultative approaches and discuss alternative approaches

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How to Design a Day of Effective Direct Instruction for Students with Significant Learning Needs

The design and implementation of instruction is the primary role of an effective teacher. Furthermore, instructional design significantly impacts student learning and success in the classroom. However, designing instruction that is effective and relevant for all students, when student ability and academic skills can vary widely can be difficult! This workshop will cover the basic elements of Direct Instruction and how to interpret cognitive profiles to support designing effective instruction. The training will include strategies for identifying how to group students for small group instruction, the important elements of direct instruction for all students, ideas for curriculum design, and tips for management and implementation of a well-designed educational program.

Presenter(s)

Intended Audience

  • Special education teachers teaching in a special day class (SDC)
  • Special education administrators accompanying teachers
  • Staff supporting instruction within the SDC classroom setting

Sessions

  • IN011: In-Person (4 hours)
  • IN028: Virtual session 1 of 2 (2 hours)
  • IN029: Virtual session 2 of 2 (2 hours)

Participants Will

  • Learn the critical elements of effect direct instruction for students at varying levels of support
  • Understand how to read and interpret psychoeducational reports and testing
  • Practice highly effective strategies for engaging all students in learning
  • Understand how to create instruction and manage staff and students
  • Create a plan for next steps in improving their classroom instruction practices
  • Walk away with takeaway strategies that can be quickly implemented within any classroom

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Dyslexia, Developmental Language Disorder, Attention Differences: Reading Success for All Learners

Why do so many students still struggle to read? Dyslexia, Developmental Language Disorder (DLD), and Attention Deficit Hyperactivity Disorder (ADHD) all impact literacy, but in different ways. In this engaging, practical session, well unpack the components of reading and explore why reading is so hard for so many. As school-based teams, we play a critical role in applying current reading research to support our most challenging learners. Through real-world case studies, participants will gain practical insights into effective assessment methods and targeted interventions that can make a meaningful difference in students' reading success.

Presenter(s)

Intended Audience

  • Education specialists
  • General education teachers
  • Reading specialists
  • Administrators
  • Speech-language pathologists
  • Educational psychologists
  • Any specialists who would like to gain a fundamental understanding of the science of reading

Sessions

  • SP003: In-Person (6 hours)

Participants Will

  • Explain the key components of reading and their importance in literacy development
  • Explore evidence-based assessment practices for each component of reading
  • Gain practical strategies and tools to support struggling readers and improve reading outcomes

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Everyone Has a Story to Tell: Supporting Narrative Skills in Alternative and Augmentative Communication Users

Students who use Alternative and Augmentative Communication (AAC) have powerful stories to share but they often need intentional support to develop these essential skills. Narrative ability is critical for classroom participation, social connection, and demonstrating knowledge, yet it's frequently overlooked, especially in early AAC users.

This fast-paced, practical session will show you how to help AAC users grow from early communicators into confident storytellers. You'll learn how to recognize emerging narrative skills, assess student needs, and use evidence-based strategies to support both personal and fictional storytelling.

Walk away with ready-to-use tools you can apply immediately to help students using AAC participate more fully, express themselves more clearly, and share their stories.

Presenter(s)

Intended Audience

  • Speech-language pathologists
  • Special education teachers

Sessions

  • IN062: In-Person (3 hours)
  • IN061: Virtual (2 hours)

Participants Will

  • Recognize and support early storytelling skills
  • Scaffold students from simple messages to fuller stories
  • Use practical, evidence-based strategies across classroom and therapy settings
  • Help AAC users participate more fully--academically and socially

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Write On! - Part 3: Empowering Student Writers: Practical Strategies for Every Classroom

This is the third part of a three part series. Sessions can be taken individually, but participants will get the most benefit by attending the full series, as each session builds on the one before it.

Writing is a complex process that requires multiple skills working together--idea generation, organization, spelling, grammar, and motor skills, just to name a few. Many students struggle with at least one of these areas, and without the right support, writing can feel overwhelming. In this session, we'll explore a variety of strategies to help students at all skill levels become more confident, capable writers. Topics will include structured approaches to breaking down the writing process, tools for planning and revising, accommodations for students with writing challenges, and ways to increase student engagement in writing tasks.

Whether you teach young students just learning to write or older students refining their skills, you'll walk away with practical techniques, technology tools, and easy-to-implement strategies to make writing more accessible for all learners.

Presenter(s)

Intended Audience

  • Teachers
  • General Education Teachers
  • Special Education Teachers
  • Admin
  • Reading Specialist

Sessions

  • IN071: In-Person (1.5 hours)
  • IN070: Virtual (1.5 hours)

Participants Will

  • Learn practical, research-based writing strategies that can be easily implemented in any classroom
  • Explore structured approaches to breaking down the writing process for students
  • Gain tools and techniques to support students in planning, organizing, and revising their writing
  • Discover accommodations and modifications to support students with writing challenges
  • Learn ways to increase student engagement and confidence in writing tasks
  • Explore technology tools that can assist students in the writing process
  • Receive resources and examples that can be immediately applied to their teaching practice
  • Receive access to a Padlet filled with writing supports, videos, TikToks, suggested apps, articles, graphic organizers, sentence frames, and much more!

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Assess Smarter, Teach Better: Teacher Driven Assessment Strategies for Extensive Learning Needs

Assessing students with extensive learning needs can be challenging. Too often, their skills are vaguely defined and unclear, leading to ineffective learning goals. Traditional standardized assessments may not capture their true abilities and are often inappropriate for this population of students, making it difficult to design effective instruction. This training will provide special education teachers with the tools and strategies needed to gather meaningful assessment data. Through case studies, participants will analyze real student profiles to practice identifying developmental, pre-academic, and functional skills. The session will also cover how to select the right assessment methods, adapt evaluation techniques for diverse learners, and write effective, individualized goals. By the end of this training, educators will feel confident in using assessment data to inform instruction that truly meets each student's need

Presenter(s)

Intended Audience

  • Special Education teachers supporting students with extensive learning needs
  • School psychologists

Sessions

  • IN073: In-Person (3 hours)
  • IN072: Virtual (2 hours)

Participants Will

  • Understand the challenges of assessing students with extensive learning needs
  • Explore tools and strategies for gathering meaningful assessment data
  • Recognize how to determine key developmental, pre-academic, and functional skills in students
  • Discuss how to adapt individualized learning goals based on sample student profiles
  • Apply assessment data in case study scenarios to inform instructional decisions
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Beginning Word Reading and Spelling for Augmentative and Alternative Communication Users

Professionals working with Alternative and Augmentative Communication (AAC) users often find it challenging to asses and intervene with conventional beginning literacy skills. How do I know if my students are learning if they can't read aloud? How do I know if they are learning sounds and letters if they can't tell me? How can I modify phonemic awareness lessons if they can't say the sounds? How do I know if they are understanding what they read? This training will answer these questions and many more. Join us as we take a deep dive into word learning for students who are non-speaking.

Presenter(s)

Intended Audience

Professionals interested in improving the literacy skills of AAC users including but not limited to:

  • Speech-language pathologists
  • Special education teachers
  • Psychologists
  • Administrators
  • Occupational therapists

Sessions

  • IN075: In-Person (3 hours)
  • IN074: Virtual (2 hours)

Participants Will

  • Describe the importance of word level reading and spelling for AAC users
  • Explain current models of word reading and spelling as related to AAC users
  • Explore assessment of word level reading and spelling skills for AAC users
  • Modify instruction and intervention for AAC users to improve word level reading and spelling

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Augmentative and Alternative Communication in the Classroom Basics

This training provides a foundational introduction to Augmentative and Alternative Communication (AAC). It covers key topics such as debunking common myths, an overview of AAC systems, universal strategies, and teaching strategies. Designed for districts in need of a flexible option of either a 2 hours session or concise, one-hour sessions, this training helps support staff and classroom teams develop a shared understanding of communication modalities and universal supports for AAC users. Attendees will gain practical strategies and resources that can be applied directly to their students, fostering more inclusive and effective communication in the classroom.

Presenter(s)

Intended Audience

  • Paraprofessionals
  • General Education Teachers
  • Any support staff or professionals who need foundational AAC training

Sessions

  • IN078: In-Person (2 hours)
    (Contact us to book this as shorter sessions if needed.)
  • IN076: Virtual Session 1 of 2 (1 hour)
  • IN077: Virtual Session 2 of 2 (1 hour)

Participants Will

  • Develop understanding of the research behind AAC Implementation
  • See all students as communicators and understand that there are no prerequisites to communication access
  • Recognize their active role as communication partner
  • Learn to build opportunities for students to participate in their educational environment consistently across settings
  • Understand and implement universal strategies to support skill development with AAC systems

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Honoring Every Voice: Understanding Augmentative and Alternative Communication Communicator Profiles and Support Strategies

This session is designed to explore the diverse ways students communicate. Participants will be introduced to the means and functions of communication, discover different communicator profiles through real-life examples and videos, and dive into a case study that highlights unique strengths and challenges. The session will also provide practical strategies and supports tailored to honor and enhance each student's individual communication style, whether they use speech, gestures, aided communication tools or a combination of methods. By the end of this training, educators and support staff will feel more confident in recognizing, respecting, and fostering authentic communication for all students.

Presenter(s)

Intended Audience

  • Special Education Teachers
  • Speech Language Pathologists (SLPs)
  • Paraprofessionals
  • Any support staff or professionals who want to understand how to support different types of communicators

Sessions

  • IN082: In-Person (3 hours)
  • IN081: Virtual (2 hours)

Participants Will

  • Identify the means and functions of communication, recognizing diverse ways individuals communicate
  • Analyze communicator profiles through example videos to explore unique characteristics and communication strategies
  • Explore how multimodal communication can be used effectively by different communicators based on their individual strengths and needs
  • Adapt communication supports and strategies to enhance engagement and promote independence for diverse communicators
  • Apply strategies from case studies to create individualized communication plans for diverse communicators

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Augmentative and Alternative Communication in the Special Education Classroom

This training focuses on integrating Augmentative and Alternative Communication (AAC) into the classroom environment and daily instruction. Participants will explore strategies for designing inclusive learning spaces, embedding AAC into lesson planning, and implementing effective teaching techniques that support all communicators. This session is designed to equip teachers and classroom teams with practical tools to create communication-rich environments, adapt instruction for AAC users, and foster student engagement. Attendees will leave with actionable strategies and resources to enhance their teaching practices and support AAC implementation across the school day.

Presenter(s)

Intended Audience

  • Special Education Teachers
  • Speech Language Pathologists (SLPs)
  • Any professionals who support AAC users in classroom settings

Sessions

  • IN084: In-Person (2.5 hours)
  • IN083: Virtual (2 hours)

Participants Will

  • Recognize all of the components to an AAC system
  • Learn to build opportunities for students to participate in their educational environment consistently across settings through lesson planning and teaching strategies
  • Support implementation of low, mid and high tech tools throughout the school day (universal and student specific)
  • Ensure that classrooms are designed for communication access and have embedded language enriched supports
  • Understand and implement universal strategies to support skill development with AAC systems

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Augmentative and Alternative Communication in the General Education Classroom

This training focuses on integrating Augmentative and Alternative Communication (AAC) into general education settings to support diverse learners. It is recommended to attend AAC basics for participants who do not have a foundational knowledge of AAC. General and Special Educators will explore strategies for creating communication-friendly classrooms, embedding AAC into lesson planning, and fostering peer engagement. Participants will learn how to adapt instruction, utilize universal supports, and ensure AAC users have meaningful opportunities to participate in academic and social activities. This session equips general education teachers and support staff with practical tools and resources to make communication accessible for all students.

Presenter(s)

Intended Audience

  • General Education Teachers
  • Special Education Teachers
  • Paraprofessionals
  • Speech Language Pathologists
  • Any professionals who support AAC users in gen ed classroom settings

Sessions

  • IN086: In-Person (2 hours)
  • IN085: Virtual (1.5 hours)

Participants Will

  • Develop understanding of lesson planning and teaching strategies that provide consistent opportunities for AAC users to actively participate across educational settings
  • Implement low, mid, and high-tech AAC tools throughout the school day, incorporating both universal and student-specific supports
  • Design classrooms that prioritize communication access by embedding language-rich supports and inclusive learning strategies
  • Apply universal strategies to foster AAC skill development and enhance student engagement

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Collaborative Meetings to Support Behavior

Can inclusion really be successful for all students? Even the ones that become the center of the classroom universe at the expense of the learning of other students? The answer depends on how well they are set up for success. This training will emphasize meaningful collaboration between general and special educators to support inclusive opportunities that can truly meet individual student needs and contribute positively to the greater classroom community. Participants will explore barriers to inclusion from different perspectives, discuss inclusion myths and realities, and learn collaborative strategies to anticipate and support both every day and complex behavioral needs. Attending with your collaborative team members aligned in supporting inclusive opportunities is recommended to get the most out of brainstorming and collaborative training activities.

Presenter(s)

Intended Audience

  • General Education Teachers
  • Special Education Teachers
  • Service Providers
  • Administrators
  • Paraprofessionals

Sessions

  • IN087: In-Person (3 hours)

Participants Will

  • Explore student perspectives and clarify common misconceptions through guided collaboration
  • Strengthen understanding of how collaborative support between general and special educators can effectively create inclusive opportunities
  • Learn about proactive, practical supports to anticipate and respond to diverse student needs

Visit our Special Training Opportunities web page for additional training opportunities!

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