Professional Learning: Intervention & Instruction

Formal professional learning opportunities offered by the Diagnostic Center, Northern California (DCN). This is part of the 2025-26 Professional Development Catalog.

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

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AAC in the Classroom: From Foundations to Practice (3 Parts)

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 is having a hard time making friends. In conversations, he sometimes interrupts or changes the topic abruptly. He doesn't pick up on nonverbal cues and often misinterprets his classmates' intentions or feelings. In the classroom, he struggles to follow rules. He always seems to be in trouble. His classmates sometimes tease him. As part of an interprofessional team we are often asked to evaluate and intervene with students who, like George, struggle with social communication. This training will address what social communication is, how we assess it and evidence-based strategies for intervening. The training will focus on students who are in late elementary through high school.

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 communication and its disorders
  • Describe assessment strategies for students' social communication
  • Explain how to implement evidence-based interventions for students who struggle with social communication
  • Work as part of an interprofessional team to address social communication

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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 (AAC)

Are you a paraprofessional who works with students who use 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 three 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. Finally, we look at how you can help with a shared writing activity. 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, storybook interactions and shared writing

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Language & Literacy Instruction for Students with Intellectual Disabilities

Even small, incremental improvements in independent reading and writing skills can have drastic effects on quality of life. Students who acquire even elementary language and literacy skills can access many more texts than a nonreader. Alone, functional literacy programs which focus on rote visual learning of words do not provide the skills needed to read text with understanding and write independently. Recent research has found comprehensive literacy programs focusing on word level reading and language comprehension skills are most effect for students with intellectual disabilities (ID). In this training we will explore this recent research, what to include in a comprehensive approach to language literacy instruction and practical activities to implement tomorrow.

Presenter(s)

Intended Audience

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

Sessions

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

Participants Will

  • Define comprehensive and integrated literacy instruction
  • Describe research aligned instruction for students with intellectual impairments
  • Implement engaging instruction to develop language and literacy skills for students with intellectual disabilities

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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 (EF) Academy - Part 5: How Does EF 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 (UDL) - 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 3: 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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Dyslexia Academy - Part 4: Universal Design for Learning (UDL) and Dyslexia

Reading challenges impact students in all grade and content areas. Learn how Universal Design For Learning (UDL) can support and develop students' reading, decoding, and reading comprehension skills. This training will provide attendees with technology tools and UDL ideas that are immediately implementable and increase access to grade level standards to all students no matter their reading skill.

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 state of California's adopted definition of dyslexia
  • Learn to identify student weakness in phonologic processing or orthographic processing
  • Learn UDL strategies for improving decoding and reading comprehension
  • Learn and practice using technology tools that can increase access to all learners

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Introduction to Universal Design For Learning (UDL)

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 (EF) 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

California has approximately 17,000 students who are deaf and hard of hearing (DHH). Several types of DHH educational programs operate in California within two State Special Schools (SSS) and traditional schools. Approximately 85% of DHH students attend mainstream schools with their typically hearing peers, 30-40% of these students have one or more additional disabilities (Gallaudet Research Institute, 2005). School programs vary by classroom, setting, and instructional approach. Within the classes students use interpreters, sign language and state-of-the-art hearing technology. This training will support those who serve DHH students across the vast variance in programs.

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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Supporting Girls with Autism

Students are being identified with subtle forms of autism. How can we support these students in school? This training will examine strategies and supports that address executive functions and social communication at school. Examples and opportunities to practice will be provided.

Presenter(s)

Intended Audience

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

Sessions

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

Participants Will

  • Describe supports to help girls with autism with executive functions
  • Explain interventions to support girls with social communication

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

Executive functioning 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 (2.5-3 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 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 & 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 & 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-Deficit/Hyperactivity Disorder - Oh My! Using Evidence-Based Assessment and Intervention to Support Struggling Readers

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, welll 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)
  • SP005: Virtual Session 1 of 2 (2 hours)
  • SP006: Virtual Session 2 of 2 (2 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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Telling Stories in School with Augmentative and Alternative Communication (AAC)

Narrative skills are essential to both social and academic development, but these important skills are often overlooked for students who require augmentative and alternative communication (AAC), particularly when students are at the beginning stages of language development and device use. How can we support the development of these crucial skills in storytellers who use AAC? This session examines the importance and assessment of narrative skills for these students. Finally, we explore evidence-based interventions to support the telling of both personal and fictional narratives from the beginning levels of storytelling to development of episodic stories.

Presenter(s)

Intended Audience

  • Speech-language pathologists
  • Special education teachers

Sessions

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

Participants Will

  • Describe the importance of narrative skills for the social and academic development of AAC users
  • Evaluate students' current level of narrative skills
  • Develop intervention plans to increase students' narrative skills

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

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!

Assess Smarter, Teach Better: Pinpointing Student Skills for Effective Instruction of Individuals with Extensive Learning Needs (For Teachers) (New!)

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

 

Beginning Word Reading and Spelling for Augmentative and Alternative Communication (AAC) Users (New!)

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

 

Alternative and Augmentative Communication (AAC) in the Classroom Basics (New!)

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 (2.5 hours)
  • IN079: In-Person Session 1 of 2 (1 hour)
  • IN080: In-Person Session 2 of 2 (1 hour)
  • 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

 

Honoring Every Voice: Understanding Communicator Profiles and Support Strategies (New!)

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 (1.5 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.

 

Alternative and Augmentative Communication (AAC) in the Special Education Classroom (New!)

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

 

Alternative and Augmentative Communication (AAC) in the General Education Classroom (New!)

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.

 

Every Student, Every Day: Collaborative Paths to Inclusive Opportunities (New!)

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
  • Explore the potential of inclusive classroom communities by collaboratively integrating student voice, strengths, and autonomy into everyday practices

 

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

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