Inclusionary Practices Project Asynchronous Courses
WEA's Inclusionary Practices Technical Network (IPTN) is providing 13 professional development courses with up to 180 clock hours possible including 60 hours of STEM. The courses are free, provide clock hours, and available to all! These courses were created with flexibility in mind. You will move through the course at your own pace and can start at any time.
Important Deadlines
Monday, May 27, 2024: Last day to register for a course
Monday, June 3, 2024: Last day to submit assignments
If you have questions about the asychronous courses, aren't receiving the registration email, or don't see a course on your dashboard, contact Kendru Dimalanta. The most up-to-date course deadlines and info can be found at https://www.washingtonea.org/pd/asynchronous-courses/.
IPTN Courses - Asynchronous (Canvas)
General Course Info:
- Registration is free for participants.
- Canvas courses are asynchronous - You take them independently, individually, at your own pace, and without a live instructor.
- You will receive an email confirmation from WEA as well as a registration confirmation email from Canvas after registering.
- Trainings are funded through a grant from OSPI. You do not have to be a WEA member to attend.
- Clock hours are free to participants.
- Once you complete the course, including the evaluation, you will receive a clock hour verification form within 7-10 business days.
Coaching and Mentoring of Inclusionary Behavioral Strategies (15 clock hours)
Educational Leaders will evaluate the lenses of themselves and their colleagues that limit student behavioral change as well as reinforce systemic and historically exclusionary practices. They will identify frameworks that will help to cultivate alternative lenses from which to view behavioral approaches. They will look at ways to coach teachers for lasting and equitable change by applying high leverage practices and other research-based methodology.
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Data Collection in the Inclusive Classroom (20 clock hours)
The main purpose of this course is to improve data collection methods in the general and special education settings. This course introduces the steps to the data collection process, provides an overview of preparing for gathering data, and discusses different strategies for collecting data in various scenarios. Participants will learn strategies to use technology to streamline data collection and create efficient practices. This course includes demonstrations and practice opportunities using common data collection methods and allows participants to analyze data into useful information for monitoring student progress. Participants will also learn how high leverage practices improve data collection strategies to demonstrate equity and inclusionary practices.
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De-Escalation and Behavior Modifications (4 clock hours)
Designed to empower paraeducators and school staff to address student agitation and escalating behavior and to calm and refocus the behavior back to student learning and time on task. Teaches educators to understand that behavior is a form of communication and as a result, identify the aspects of escalating behavior, address the escalation, and select the correct response options. Provides practical strategies, ideas, resources, and tools to better engage with students during times of escalation. It is specifically designed for both education support personnel and certificated staff, basically anyone that works with students in a school setting.
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Effective Co-Teaching Strategies for Inclusion (15 clock hours)
This course focuses on implementation of co-teaching as a component of high leverage inclusionary practices. Participants will learn and develop high quality co-teaching practices from foundational aspects through implementation, including an understanding of how the six models of co-teaching and Universal Design for Learning can benefit students and educators alike. Co-teachers are highly encouraged to attend together.
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Foundations for Equitable Inclusive Education (15 clock hours)
This course focuses on the intersectionality of special education and equity in schools. Examining beliefs and bias is necessary for system-wide change for overcoming barriers to educational access, participation, learning processes and outcomes, and to ensure that all learners are valued and engaged equally.
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High Leverage Practices for Inclusive Classrooms (15 clock hours)
The purpose of this course is to provide participants with a greater understanding and ability to utilize High Leverage Practices in their teaching. It is also our hope that each participant truly understands how to be a culturally responsive teacher and be able to develop rich, authentic, relationships with each student. Participants will understand the value of professional collaboration among educational support staff, educators, administrators, parents, and community members to utilize effective communication toward developing and implementing meaningful, inclusive educational programs. Participants will learn strategies to use assessment data to inform, guide, evaluate, and adjust instruction. Participants will develop skills to support social-emotional/behavioral student success by establishing a consistent, organized, and respectful learning environment, providing feedback to guide students’ behavior; explicitly teaching appropriate social skills; conducting functional behavior assessments, and developing behavior intervention plans as needed. Participants will familiarize themselves with specific content and equitable pedagogical knowledge to design, deliver, reflect, and evaluate their instructional bias and effectiveness.
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Intelligent Lives: An Inclusionary Practice Journey (6 clock hours)
The documentary film, Intelligent Lives, stars three pioneering young American adults with intellectual disabilities –Micah, Naieer, and Naomie –who challenge perceptions of intelligence as they navigate high school, college, and the workforce, “People with intellectual disabilities are the most segregated of all Americans,” filmmaker Dan Habib says: “Only 17 percent of students with intellectual disabilities are included in regular education. Just 40 percent will graduate from high school. And of the 6.5 million Americans with intellectual disability, barely 15 percent are employed.” During this course, participants will watch the documentary in segments, participate in discussions and reflections, and explore connections to educational practices that support the inclusion of students with intellectual disabilities.
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STEM for Primary (K-6) Educators (15 clock hours)
Scientific studies have shown that children learn faster than adults. Most of that early learning is focused on developing language skills and communications skills. There is little to no emphasis on STEM learning. As it turns out, there are a lot of benefits of introducing STEM at an early age. This training, geared towards K-6 teachers, will provide strategies, ideas, and examples of how to introduce STEM in early educator classrooms and include connections to inclusionary practices. You will be submitting work as assignments, taking surveys and quizzes, and participating in discussion boards for this class. The ultimate goal is that you can walk away with an integrated STEM lesson plan that will be important and usable in your classroom. This training meets the STEM certificate renewal requirement (RCW 28A.10.2212).
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STEM for Secondary (6-12) Educators (15 clock hours)
This course aims to teach participants about science, engineering, math, and inclusionary practices with a little dose of technology. The participant will then reflect on their current practice, identify areas of growth, and fully incorporate these ideas into an integrated science, engineering, math lesson, project, or unit plan with a focus on Universal Design for Learning inclusionary practices. This training meets the STEM certificate renewal requirement (RCW 28A.10.2212).
Register Here