Special Education Support Center & Inclusionary Practices Project Asynchronous Courses

SESC and IPP Logo

The Washington Education Association's Special Education Support Center and Inclusionary Practices Project are currently offering both sychronous and asynchronous courses online. Asynchronous (Instructure/Canvas) courses are listed below. Synchronous (Zoom) courses can be found HERE.

SESC and IPP Courses - Canvas (Asynchronous)

Canvas Logo

  • 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 email from Instructure/Canvas after registering.
  • Once you work through the course, and submit your activities and final survey, you will receive clock hours from the WEA in about 5 to 7 days. Clock hours are free to participants.
  • Trainings are funded through a grant from OSPI. You do not have to be a WEA member to attend.
  • At the end of each course, you will need to fill out the "End of Course Evaluation" to receive clock hours. A clock hour verification form will be sent to you about 7-10 business days after completing this survey. Your assignment and submissions need to be verified by the instructors and then processed in the PD Network.

Important Deadlines

  • Friday, June 10th, 2022           Last day to register for a course
  • Monday, June 20th, 2022      Last day to complete courses for the 2021-22 year
  • Thursday, June 30th, 2022     Last day to record clock hours in OSPI eCertification for certificates expiring June 30, 2022

*June 30, 2022 is the last day to submit an application through OSPI eCertification to renew certificates expiring June 30, 2022. However, WEA needs time to process your clock hours and time to address any issues that may occur, which is why the last date to complete any courses needed for certificate renewal is June 20th.

For questions about the asychronous courses, contact Kendre Dimalanta

Behavioral Health Impacts of COVID-19 and THINK Toolbox (1.5 clock hours)

Dr. Kira Mauseth, from the Washington DOH Behavioral Health Strike Team, will share current youth behavioral health symptoms and how those correspond with the phases of disaster, as well as the newly released COVID-19 Back-to-Classroom THINK Toolbox.

The COVID-19 Back-to-Classroom THINK Toolbox includes:

  • Impact of Disasters on Children and Teens
  • The Importance of Resilience
  • Impact of COVID-19 on School Staff and Mentors: How to Effectively Practice Self-Care
  • Tools for Teachers – Interventions for the Classroom
  • Tools for Coaches, Mentors, and Other School Staff
  • Tools for Parents and Caregivers

Register HERE

Building Relationships at a Distance (1.5 clock hours)

Student engagement in the traditional and virtual classroom remains a priority for teachers. As they build and maintain virtual spaces, teachers will use this session to develop or improve on SEL and safe space practices at a distance. With an emphasis on communication, non-verbal gestures, and questions building empathy, participants will work to improve their EQ within themselves and within their instructional practice. Building relationships and making connections is critical in these unprecedented times, and by doing so we can increase student engagement in rigorous curricular lessons.
Register HERE

Building Routines for Student Success in a Virtual Space (1.5 clock hours)

How can physical classroom routines (submitting work and getting help) be transformed for effective use in virtual spaces? This webinar will discuss how to teach students necessary skills to confidently navigate virtual learning communities and also help students transition to virtual/remote learning that seems familiar to face-to-face instruction.
Register HERE

Building Slides for Accessibility: Why and How (1.5 clock hours)

In this workshop participants will explore best practices for online digital-visual accessibility. The majority of workshop time will be spent learning about practical tools and strategies you can implement immediately and efficiently into your lessons The tool focused on for this presentation is Google Slides, but the principals can be applied widely to any digital content.
Register HERE

Creating a Virtual Classroom (App) with Google Slides (1.5 clock hours) 

Do you want to find a way to organize yourself AND your students by finding everything in one place? You can create a virtual classroom with Google Slides & Bitmoji that can also be turned into an app for phones and tablets. You will create hyperlinks, use keyboard shortcuts, and learn other tips & tricks on how to use Google Slides features.
Register HERE

Data Collection for Inclusive Classrooms (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.
Register HERE

De-Escalation Strategies for Practicing Educators (4 clock hours)

Designed to empower para-educators 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.
Register HERE

Differentiating & Team Teaching: Distance Learning Edition (1.5 clock hours)

Tools like Seesaw, Flipgrid and Google Classroom are beloved by educators across the nation, and can be utilized to serve our students with direct, targeted assignments via enrollment in multiple classes or with the use of Co-Teachers. Entire grade levels may benefit from a shared space, and special area teachers and support staff can be linked to their students more easily. Get some strategies for possibilities of maintaining multiple groups of students in classes and including Co-Teachers - or getting yourself included in pre-existing ones!
Register HERE

Digital Reading Strategies (1.5 clock hours)

Engage students with digital reading strategies. Differentiate and maximize your plan time with edTech like self-grading Readworks! Customize your lessons quickly with digital sorts and graphic organizers through Google Slides, Google Draw, and Padlet.
Register HERE

EdTech Pedagogy in Early Childhood (1.5 clock hours) 

Engage students with digital reading strategies. Differentiate and maximize your plan time with edTech like self-grading  Readworks! Customize your lessons quickly with digital sorts and graphic organizers through Google Slides, Google Draw, and Padlet.
Register HERE

Equity, Inclusion, and Variability (1.5 clock hours)

For centuries, schools worked well for those students who arrived ready to learn. When students struggled, they were often labeled as disabled - yet research is now clear that it's not students, but our systems, that are disabled. Inclusive practices challenge education systems of the past by embracing student variability and eliminating barriers to learning. In this session, we will explore the concepts of variability and barriers in educational settings and dive into why it is critical for us to create more equitable and inclusive learning environments so that all learners can thrive and succeed.
Register HERE

Facilitating Quality Practice (1.5 clock hours)

Quality practice looks, sounds and feels different virtually. Let's practice with tools that teachers and para-educators can use with students. We will learn about best practices for online learning, including instructor presence, learning objectives, real world applications, clear expectations, engaging students, prompt feedback, and netiquette. The session will focus on two platforms: Seesaw and Google Classroom.
Register HERE

Facilitating Student Collaboration in Virtual Spaces (1.5 clock hours) 

Facilitating interactive collaboration and active student engagement while teaching virtually is a large yet essential task. Teachers need to assess formatively, and students need to have autonomy and ownership in their learning. Using tools such as Pear Deck, Jamboard, Padlet, and MURAL will allow students to interact with you and the class like they would have with your white board in your physical classroom. There are so many options...but which platform(s) should we use and why?! In this session, participants will compare and contrast various interactive tools, and will consider how and why these can support  developmentally appropriate practices, formative assessment, community building, and engagement. This training will provide a springboard to create lasting relationships in virtual spaces.
Register HERE

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.
Register HERE

Identity, Mirrors, and Funds of Knowledge (1.5 clock hours)

Being culturally sustaining means our learners must be able to see themselves in their work. To honor the identities and experiences of our learners, we must harness Funds of Knowledge and create learning experiences that are authentic, meaningful, and linguistically appropriate. In this session, we will explore how we can use the best practices of Universal Design for Learning alongside culturally responsive and sustaining teaching techniques so that our learners feel like their educational experiences were designed for them.
Register HERE

Intelligent Lives: An Inclusionary Practices 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.
Register HERE

Laying the Groundwork for Social Justice (1.5 clock hours)

Every student deserves the opportunity to be successful regardless of their zip code, the color of their skin, the language they speak, their sexual and/or gender identity, their religion, and whether or not they have a disability. This requires us to examine our own power and privilege, drop our egos, commit to removing barriers for all learners, and treat our learners with the unequivocal respect and dignity they deserve. This session will support educators called to this task to provide nurturing conditions, challenge each other with radical candor, and be open to the voices of our learners as we listen and celebrate their stories of self.
Register HERE

Leveling Up Google Slides for Seesaw and Google Classroom (1.5 clock hours)

Google Slides is a tool that allows educators to share a variety of information with students in a dynamic fashion. In this course, participants will learn fundamental principles of information design that will empower them to make high-quality Google Slides presentations. Participants will then learn how to integrate Google Slides with Seesaw and Google Classroom for presenting information, giving directions, and creating temples for students to make their own presentations.
Register HERE

Math at a Distance Best Practices (1.5 clock hours)

How can I use common Google and Edtech tools to support collaborative math practice and discussion at a distance? We will explore one learning cycle and deeply engage in the design thinking behind the how the edTech selected supports student engagement, virtual discourse and opportunities for elaboration and student evaluation.
Register HERE

Maximizing Google Classroom for Remote Learning (1.5 clock hours)

So you have a Google Classroom that you use off and on. Now's the time to take it to the next level. Come learn about how to maximize Google Classroom for remote teaching and learning purposes.
Register HERE

Phenomena-Centered Science in Your (Virtual) Classroom (1.5 clock hours)

Centering your K-12 science instruction around phenomena can build student engagement and understanding, even in a virtual or blended classroom environment. We’ll explore key aspects of science instruction, share NGSS-aligned resources for the new school year, and consider strategies (like Driving Question Boards) that support science in your K-12 (possibly virtual) classrooms.
Register HERE

Planning for a Week of Distance Learning (1.5 clock hours)

Explore a few examples of what distance education might "look" like in K-12 classrooms from EdTech experts. We will also explore the transition thinking required that best supports student engagement and (hopefully) success.
Register HERE

Providing Accommodations and Scaffolds (1.5 clock hours)

How do you support students with IEPs, language learners, and older students with developing literacy skills in a distance learning environment? Learn strategies for providing accommodations, scaffolds, SIOP features, and elements of explicit instruction in an asynchronous setting that support all students.
Register HERE

Screencasting: Loom, Screencastify, Google Meet (1.5 clock hours)

Many options to screen record are wonderful. This AS Online training will explore the benefits of Loom and other screen casting applications. Participants will learn about options for no downloading, no waiting, no fuss. Make a video with your webcam image or without, manage what content is shared and how, create the video and get a link to share without delay. Learn how to add to Chrome, use, and share. Then give it a go! A Library of Loom examples will be shared with members who are encouraged to make and link a Loom of their own.
Register HERE

Seesaw - Intermediate Level (1.5 clock hours)

Take a deeper dive into the many features of Seesaw. Learn how to create your own custom Seesaw Activities. Also discover how Seesaw's built-in features like folders, skill, and blogs can help streamline the assessment and feedback processes, whether virtual or in the classroom. This session is perfect for educators who have attended our beginning Seesaw session, or have been using Seesaw and want to learn more.
Register HERE

Social Emotional Equitable Learning (1.5 clock hours)

This webinar presentation is rooted in relational equity and culturally responsive teaching methods, especially when learning at a distance. Participants will learn about the importance of building authentic relationships with students, families, and staff members, and how these essential relationships impact student success, resiliency, and hope.
Register HERE

Social Emotional Learning in a Virtual Space (1.5 clock hours)

How can you create meaningful relationships with and between students in a safe virtual space? This AS Online training seeks to answer this question with *already tried it* practices. Learn about different strategies, exercises, and activities that put SEL at the forefront in an intentional and transparent way.
Register HERE

Standards Based Grading to Promote Equity and Inclusion (10 clock hours)

Have you ever thought about why we grade? Are we celebrating success and punishing failure? Are we communicating about learning with students, parents, and administrators? Are we training students that work hard leads to rewards? And do your grades mean the same thing as your colleague across the hall or across the state? Grades are a central part of teaching and learning in most classrooms. But we teachers rarely have time to reflect on why we grade or what our grades truly mean. This collection of resources will help you examine the purpose of grades in your classroom and transform your grading practices from points into passion for learning. In this 10-hour module, teachers will learn how standards-based grading can foster equitable learning environments that celebrate student growth and respond to student needs. With the support of research and classroom artifacts, teachers will articulate their own grading philosophy before creating a plan to integrate content- area standards into rubrics, learning targets, and gradebooks. Because standards-based grading is a significant shift for many teachers, students, and parents, teachers will also take time to draft a plan for communicating this shift with stakeholders impacted by their grading practices.
Register HERE

STEM Integration for Primary Educators (K-6) - (15 clock hours STEM)

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/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.
Register HERE

STEM for Secondary Educators (6-12) - (15 clock hours STEM)

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.
Register HERE

STEM Integration and Inclusionary Practices (15 clock hours STEM)

The application of STEM in the classroom can transcend beyond learning science and math facts. STEM integration provides students the opportunities to learn 21st century skills such as questioning the world around them, processing what they learned, collaborating well with others, and communicating with peers and adults alike. Additionally, a focus on Inclusionary Practices, where all students are afforded the chance of a dynamic, important education, are intrinsically linked with STEM in the classroom.
Register HERE

STEMisizing Your Instruction - (15 clock hours STEM)

Participants will gain a deeper understanding of Science, Technology, Engineering and Math Standards as they learn how to STEMisize a classroom. Participants will create a personal resource bank of ideas, activities and materials and learn how to take an existing unit of instruction in any content area and STEMisize the unit to include STEM models and computational thinking. 
Register HERE

TPEP 101 (4 clock hours)

Participants will review the main components of the TPEP 4-tiered evaluation process and learn about the updates of the system to enhance their professional growth and improved student learning. Areas of emphasis will include the state framework, the three OSPI approved instructional frameworks, rubrics, student growth rubrics, the comprehensive and focused evaluation comparisons, probation, and the scoring methodologies for evaluation.
Register HERE

TPEP Evidence and Artifacts (8 clock hours)

Participants deepen their understanding of the certificated TPEP 4-tiered evaluation system to enhance effective teaching practice and student learning. There will be an emphasis on exploring evidence and artifacts from multiple origins including observations, student growth, reflective and professional practice, and through conversations. Participants will also start aligning evidence with their instructional framework using a component alignment tool.
Register HERE

UDL: A Day of Universal Design (3 clock hours)

This course is provided, in partnership, with Katie Novak, UDL expert, author, and consultant. The course covers Universal Design for Learning topics, such as UDL and COVID - equitable services, the Opportunity Myth, MTSS, and UDL lesson planning. Objectives: 1) Develop the beliefs, skills, and system for meeting the needs of all learners in inclusive classrooms through the UDL lens 2) Understand the core components of Universal Design for Learning (UDL) and how they complement differentiated instruction.
Register HERE

UDL as an Instrument for Change (1.5 hours)

If we truly want to be inclusive in our districts, schools, and classrooms, we must proactively plan for student variability and diversity which requires transforming “tried and true” practices to ensure we are meeting the needs of all learners and providing them with opportunities to reach rigorous grade-level standards. In this session, we will explore how we can use the best practices of Universal Design for Learning to create powerful change that inspires, educates, and drives students into action.
Register HERE