Spring ESP Professional Development Classes Catalog
FCS01 - Intro to Cultural Identity and Diversity (4hr) 4/29/2023 (9AM – 1PM)
Registration Link: http://forms.washingtonea.org/forms/pdregistration?cevid=7678
Participants will gain an awareness and deeper understanding of ways to engage, build relationships and communicate with the diverse backgrounds of their students. This course is designed to help ensure that students experience a positive, consistent, safe, unbiased and equitable classroom.
Course Objectives:
• Describe ways to identify and respond to racism, discrimination and stereotypes in the classroom
• List strategies for supporting cultural responsiveness and anti-biased instruction
• Describe ways to foster and support a safe, positive, and culturally inclusive environment
• Explain ways students’ family, language, ethnicity, race, gender identity, sexual orientation, economic background, and other cultural assets impact behavior and learning
• Describe strategies to support cultural inclusion and responsiveness when assisting in instruction
• Demonstrate respectful behavior when working with diverse students
FCS02 - Educational and Instructional Support (4hr) 4/29/2023 (9AM – 1PM)
Registration Link: http://forms.washingtonea.org/forms/pdregistration?cevid=7679
Participants will learn classroom and building based instructional strategies and supports to assist classroom teachers in various learning environments and with diverse learning styles. This course is intended to enhance the instructional practices of paraeducators in order to increase student achievement and educational outcomes.
Course Objectives:
• Identify basic instructional support methods to assist classroom teachers (small group work, one–to-one, computer aided learning programs)
• Introduce diverse learning styles and strategies best suited to enhance and complement student learning requirements various learning styles
• Review Washington Learner Standards and have basic awareness of academic achievement goals
• Demonstrate various instructional support strategies to assist classroom teachers
• Identify strategies to support classroom environments and apply materials to meet the goals of multicultural requirements
• Recognize appropriate instructional support materials which represent and support various cultures and abilities
FCS 06 WEA - FCS06 - Equity (4hr) 5/6/2023 (9AM – 1PM)
Registration Link: http://forms.washingtonea.org/forms/pdregistration?cevid=7683
Participants will gain an awareness of the legalities, polices, procedure and practices surrounding discrimination and how to respond to such violations. This course is designed to help foster a learning environment that is unbiased, safe and promotes the academic success of all students.
Course Objectives:
• Identify the basic regulations and polices that apply to the civil rights of students
• Describe ways to respond to racism, discrimination, and stereotypes based on family, language, ethnicity, race, gender identity, sexual orientation, economic background, or other elements of culture
• Define discrimination and recognize unlawful practices
FCS01/06 Intro to Cultural Identity and Diversity/Equity (7hr) 6/10/2023 (9AM-4PM)
Registration Link: http://forms.washingtonea.org/forms/pdregistration?cevid=7695
Participants will gain an awareness and deeper understanding of ways to engage, build relationships and communicate with the diverse backgrounds of their students. There will also be a focus on the legalities, polices, procedure and practices surrounding discrimination and how to respond to such violations. This course is designed for paraeducators to help ensure that students experience a positive, consistent, safe, unbiased and equitable classroom which will enhance educational opportunities and student achievement.
Part A: Introduction to Cultural Identity and Diversity Objectives:
-Describe ways to identify and respond to racism, discrimination and stereotypes in the classroom
-List strategies for supporting cultural responsiveness and anti-biased instruction
-Describe ways to foster and support a safe, positive, and culturally inclusive environment
-Explain ways students’ family, language, ethnicity, race, gender identity, sexual orientation, economic background, and other cultural assets impact behavior and learning
-Describe strategies to support cultural inclusion and responsiveness when assisting in instruction Demonstrate respectful behavior when working with diverse students
FCS 01/06 – Cont. Part B: Equity Objectives:
• Identify the basic regulations and polices that apply to the civil rights of students
• Describe ways to respond to racism, discrimination, and stereotypes based on family, language, ethnicity, race, gender identity, sexual orientation, economic background, or other elements of culture
• Define discrimination and recognize unlawful practices
FCS11/12 - Communication Basics/Challenges (4hr) 5/6/2023 (9AM – 1PM)
Registration Link: http://forms.washingtonea.org/forms/pdregistration?cevid=7684
Participants will gain an understanding of essential communication strategies, conflict management, conflict resolution and how to effectively work in a team environment. This course is designed to help enhance collaboration and communication between paraeducators and other applicable stakeholders that will enhance student success and achievement.
Part A: Communication Basics (2hr)
• Identify communication skills required for working with team members
• Explain the importance of decision making as it applies to school-based teams
• Explain the four stages of developing effective teams
• Describe questioning strategies which improve performance, productivity and clarify misunderstandings
• Identify strategies used to initiate and receive feedback regarding student learning and/or personal performance
• Describe ways to apply conflict resolution strategies
FCS 11/12 – Cont. Part B: Communication Challenges (2hr)
• Identify and give examples of the types of strategies used to seek, provide and clarify information and feedback to staff, students and families
• Discuss the nature and possible sources of conflict among team members, students and families
• Identify strategies for repairing relationships after conflict
• Identify and apply problem solving processes to various case studies and scenarios
FCS02/11/12 – Educational and Instructional Support/Communication Basics/Challenges (7hr) 6/10/2023 (9AM – 4PM)
Registration Link: http://forms.washingtonea.org/forms/pdregistration?cevid=7696
Participants will learn classroom and building based instructional strategies and supports to assist classroom teachers in various learning environments and with diverse learning styles. This training will also focus on essential communication strategies, conflict management, conflict resolution and how to effectively work in a team environment in order to increase student achievement.
Paraeducator Cert. Educational and Instructional Support (4hr) Objectives:
• Identify basic instructional support methods to assist classroom teachers (small group work, one–to-one, computer aided learning programs)
• Introduce diverse learning styles and strategies best suited to enhance and complement student learning requirements various learning styles
• Review Washington Learner Standards and have basic awareness of academic achievement goals
• Demonstrate various instructional support strategies to assist classroom teachers
• Identify strategies to support classroom environments and apply materials to meet the goals of multicultural requirements
• Recognize appropriate instructional support materials which represent and support various cultures and abilities
FCS 02/11/12 – Cont. Paraeducator Cert. Collaborative Communication Objectives: Part A: Communication Basics (2hr)
• Identify communication skills required for working with team members
• Explain the importance of decision making as it applies to school-based teams
• Explain the four stages of developing effective teams
• Describe questioning strategies which improve performance, productivity and clarify misunderstandings
• Identify strategies used to initiate and receive feedback regarding student learning and/or personal performance
• Describe ways to apply conflict resolution strategies
Part B: Communication Challenges (1hr)
• Identify and give examples of the types of strategies used to seek, provide and clarify information and feedback to staff, students and families
• Discuss the nature and possible sources of conflict among team members, students and families
• Identify strategies for repairing relationships after conflict
• Identify and apply problem solving processes to various case studies and scenarios
Tier 1 Behavior Interventions Differentiated For Students Part A (4hr) 4/29/2023 (9AM – 1PM)
Registration Link: http://forms.washingtonea.org/forms/pdregistration?cevid=7680
This class is for ALL ESPs that work with students. The course is focused on how to work with students who are demonstrating unsuccessful behaviors. Participants will learn why student expectations for behavior should be high and how to redefine discipline as a growth and teaching opportunity rather than punishment. Participants will learn Tier 1 redirection and intervention learn skills (Symbolic, Physical, Verbal and Non-Verbal) that will support positive relationships with all students, and how to be culturally and socially responsive to issues.
Course Objectives:
• Identify the various communication styles that are represented in the classroom to develop ways to be responsive and respectful of students’ communication needs
• Understand the value and impact of implementing student focus groups
• Understand the guiding principles for developing a Tier 1 culturally responsive behavior approach through a relational lens
Tier 2 Behavior Interventions Differentiated For Students Part B (4hr) 5/6/2023 (9AM – 1PM)
Registration Link: http://forms.washingtonea.org/forms/pdregistration?cevid=7685
Participants will learn guiding principles of TIER 2 interventions in a culturally responsive approach and how to implement them at their building. They will also learn how to change interactions with students positively through courageous conversations so that students feel included, valued and respected.
Course Objectives:
• Understand the guiding principles for developing a Tier 2 culturally responsive behavior approach
• Increase awareness of opportunities we have as educators to ensure our interactions with students promote safe inclusive buildings
• Develop an understanding of Tier 2 interventions that can be applied to our school context
• Demonstrate an understanding for how to apply the protocol for Courageous Conversations for individual students to your context educators to ensure our interactions with students promote safe inclusive buildings
Tier 1 and 2 Behavior Interventions Differentiated For Students Parts A and B (7hr) 6/10/2023 (9AM – 4PM)
Registration Link: http://forms.washingtonea.org/forms/pdregistration?cevid=7699
Participants will learn guiding principles of Tiers 1 and 2 interventions in a culturally responsive approach and how to implement them at their building. They will also learn how to change interactions with students positively through courageous conversations so that students feel included, valued and respected.
Course Objectives:
• Understand the guiding principles for developing Tiers 1 and 2 culturally responsive behavior approach
• Increase awareness of opportunities we have as educators to ensure our interactions with students promote safe inclusive buildings • Develop an understanding of Tiers 1 and 2 interventions that can be applied to our school context
• Demonstrate an understanding for how to apply the protocol for Courageous Conversations for individual students to your context educators to ensure our interactions with students promote safe inclusive buildings
• Identify the various communication styles that are represented in the classroom to develop ways to be responsive and respectful of students’ communication needs
Communicating Effectively with Diverse Students and Families 4 hours 5/6/2023 (9AM-1 PM)
Registration Link: http://forms.washingtonea.org/forms/pdregistration?cevid=7686
Participants will gain an awareness and deeper understanding of ways to engage, build relationships and communicate with the diverse backgrounds of students and families. This course is designed to help ensure that students experience a positive, consistent, safe, unbiased and equitable space wherever they are in school.
Course Objectives:
• Describe ways to identify and respond to racism, discrimination and stereotypes in schools
• List strategies for supporting cultural responsiveness and anti-biased ways
• Describe ways to foster and support a safe, positive, and culturally inclusive environment
• Explain ways students’ family, language, ethnicity, race, gender identity, sexual orientation, economic background, and other cultural assets impact behavior and learning • Describe strategies to support cultural inclusion and responsiveness
• Demonstrate respectful behavior when working with diverse students
Organizing your Workplace and Beyond 5/13/2023 (9AM-1PM)
Registration Link: http://forms.washingtonea.org/forms/pdregistration?cevid=7687
Why is an organized clerical space important for Students? Why is the office so important for students? As office professionals it is very important to be able to provide the resources for staff, students, and families. Resources from district or community education partners are essential for the process to help and support all those involved in the growth and advancement of educators, ESPs, and accordingly, students. This class does not provide clock hours and is for Clerical Services Staff.
Course Objectives:
• Participants will be able to keep track and maintain work information that supports student and their academic success. Ex. Ensuring that educators have all students’ records filed in an efficient way with easy access.
• Participants will learn strategies to retrieve necessary data quickly and how to communicate that information to the administration and the educator in their process of helping students.
• Have a functional simple workspace that serves your daily tasks as well as parents, the community and students, and also provides a safe place for students when they are sent to the office. Ex. Do you have place for them to be safe and busy? Coloring books? Play station?
• Create a collaborative vision as a group where job alike tasks become uniform district wide so when students are moved from one school to another can recognize the rules and expectations that help them succeed and alleviate the stress behind the change. • When we identify the needs as a group, we are able to provide support for each other, and ultimately support to students and families district wide.
• Learn how to mentor colleagues who are struggling by regularly offering support and guidance through workshops and meetings tailored based on the needs of the colleague/s that you are providing support for. When we minimize our colleagues struggles, we increase our services to students. When we notice weaknesses in our workplace when it comes to providing the same support for all students and meeting them where they are, then we know that we are well organized and ready to advocate for them using all the tools that are available for us as a whole. NO CLOCK HOURS PROVIDED – ONLY CERTIFICATE OF ATTENDANCE
Effective Communication, Collaboration, and Instruction (4hr) 5/6/2023 (9AM – 1PM)
Registration Link: http://forms.washingtonea.org/forms/pdregistration?cevid=7689
Para participants will explore the paraeducator- teacher relationship/partnership and how to work effectively together to have a positive impact on student learning.
Course Objectives: Participants will learn about their personality types and how those characteristics impact their roles as team members. The characteristics of highly effective teams will be examined, and attendees will participate in a variety of activities to build strong, cohesive teams. Participants will also apply what they learn about themselves and how that relates directly to their current classroom. Participants in this course learn tools and resources to better support students and increase student achievement.
Topics include:
- Characteristics of new paraeducator and teacher teams
- Guiding principles for paraeducators
- Paraprofessional responsibilities
- Planning and working together: strategies for clear communication between teacher and paraeducator
BWT ll-A deeper dive to focus on collab discourse/scenario-based immersion (4hr) 5/13/2023 (9AM – 1PM)
Registration Link: http://forms.washingtonea.org/forms/pdregistration?cevid=7690
Follow-up to Building Winning Teams. Participants will take a deeper dive into the paraeducator- teacher relationship/partnership and work effectively together to have a positive impact on student learning through scenarios, role-playing and discussion. Participants in this course practice tools and resources through role-modeling and scenarios to better support students and increase student achievement.
Course Objectives:
• Participants will learn to define and delineate roles and responsibilities for the para and teacher
• Communicating strategies and creating a system for transparency
• How to manage and resolve conflict using the 7-step problem-solving method
• Self-awareness and your personal effect on the team
• Practice the 5 “knows” of collaborative teaming
Embracing Diversity with True Colors (4hr) 5/13/2023 (9AM - 1PM)
Registration Link: http://forms.washingtonea.org/forms/pdregistration?cevid=7688
In this training, participants use the True Colors system to focus on embracing diversity in the classroom and in the larger school community to improve learning opportunities for all students and enhance communication between student, teacher, staff and parents. The True Colors system identifies intrinsic values, motivations, self-esteem, sources of dignity and worthiness, causes of stress, communication styles, listening styles, non-verbal responses, language patterns, social skills, learning styles, environmental motivators, cultural appeal, negative mental states, relationship orientation, and ethical behaviors.
Course objectives:
• Be able to recognize diverse learning styles and communication styles in the classroom and with colleagues that will enable them to communicate in a manner that information will be better received.
• Understand their own communication styles (positive and negative) and learn strategies to alter their personal communication skills to meet various circumstances.
• Learn the value of creating teams that incorporate different learning and communication styles, increasing in creativity, learning and acceptance.
Custodial and Maintenance: Frontline Heroes 4/1/2023 (9AM - 12PM)
Registration Link: http://forms.washingtonea.org/forms/pdregistration?cevid=7642
ESPs, including school custodial and maintenance staff, have been on the front lines of the pandemic since day one, adapting and readapting as the pandemic has changed the landscape of building cleaning and maintenance for the long term. In this session, we will explore the different styles of cleaning buildings and the chemicals recommended for cleaning and facilities maintenance, including examples of ways to combat the effects of COVID-19. Learn about the power of school building or district Safety Teams and how to become a member to advocate for everyone's safety. NO CLOCK HOURS PROVIDED – ONLY CERTIFICATE OF ATTENDANCE
Custodial and Maintenance: Chemical use and Hazards 4/29/2023 (9AM - 12PM)
Registration Link: http://forms.washingtonea.org/forms/pdregistration?cevid=7643
Being informed about chemicals enables you to make good decisions about the necessary safety precautions to take in your workplace.
In this course you will learn:
• How to Identify Hazardous Chemicals
• Safety Requirements
• What does "hazardous" mean?
• Limiting Exposure for yourself and others
• Hazardous Chemical Symptoms
• Air Contaminants rule, Chapter 296-841 WAC
• How to use a job hazard analysis (JHA), Workplace Hazards & Solutions Worksheet
• All instructional materials are in accordance with Washington State Labor and Industries.
NO CLOCK HOURS PROVIDED – ONLY CERTIFICATE OF ATTENDANCE
Custodial and Maintenance: Accident Prevention, Reporting and Recording 5/13/2023 (9AM - 12PM)
Registration Link: http://forms.washingtonea.org/forms/pdregistration?cevid=7645
Every employer in Washington State is required to create a written Accident Prevention Program (APP) to address the safety and health hazards found in their workplace. Many employers consider their APP as their cornerstone safety program. When Districts follow safety rules and policies it will reduce accidents and will keep workers working.
In this course you will learn:
• WAC 296-800-140- Accident Prevention for Employers
• Preventative measures
• How to create a safety plan
• How to report and record safety hazards and injuries on the job
NO CLOCK HOURS PROVIDED – ONLY CERTIFICATE OF ATTENDANCE
Lunchroom, Playground and Crossing Guards - Strategies for Success (3hr) 5/13/2023 9:00AM-12:00PM
Registration link: http://forms.washingtonea.org/forms/pdregistration?cevid=7692
Unstructured time (on the playground, in the lunchroom, and walking to/from school) is a time when students demonstrate autonomy and behaviors that are quite different from the structured classroom. You may see issues that don’t occur once your student(s) step back into the traditional school setting. What are some strategies that can help you build relationships, create systems, and de-escalate issues when they occur, and help you establish yourself as a critical piece to each student’s success.
Difficult Conversations With Parents and Educators (3hr) 4/29/2023 9:00AM-12:00PM
Registration link: http://forms.washingtonea.org/forms/pdregistration?cevid=7682
Unstructured time (on the playground, in the lunchroom, and walking to/from school) is a time when students demonstrate autonomy and behaviors that are quite different from the structured classroom. You may see issues that don’t occur once your student(s) step back into the traditional school setting. What are some strategies that can help you build relationships, create systems, and de-escalate issues when they occur, and help you establish yourself as a critical piece to each student’s success.
Group Think: UDL for the Neurodivergent Brain (2hr) 4/20/2023 (5:00PM–7:00PM)
Registration link: http://forms.washingtonea.org/forms/pdregistration?cevid=7693
Unstructured time (on the playground, in the lunchroom, and walking to/from school) is a time when students demonstrate autonomy and behaviors that are quite different from the structured classroom. You may see issues that don’t occur once your student(s) step back into the traditional school setting. What are some strategies that can help you build relationships, create systems, and de-escalate issues when they occur, and help you establish yourself as a critical piece to each student’s success.
Sensory Seeking and Functional Fidgets (2hr) 5/11/2023 (5:00PM–7:00PM)
Registration link: http://forms.washingtonea.org/forms/pdregistration?cevid=7693
Unstructured time (on the playground, in the lunchroom, and walking to/from school) is a time when students demonstrate autonomy and behaviors that are quite different from the structured classroom. You may see issues that don’t occur once your student(s) step back into the traditional school setting. What are some strategies that can help you build relationships, create systems, and de-escalate issues when they occur, and help you establish yourself as a critical piece to each student’s success.
Here a Trigger, There a Trigger, Everywhere a Student Trigger (2hr) 5/4/2023 (5:00PM–7:00PM)
Registration link: http://forms.washingtonea.org/forms/pdregistration?cevid=7704
As schools begin to put in place trauma informed practices, one of the most important preventative measures is to identify student triggers. Once we can identify triggers, we can create prevention strategies to reduce student triggers and the resulting negative behavior that often is associated. Student triggers can be transitions, individuals, sensory disorders, directives, word or even colors that cause an automatic emotional or behavioral response. And once a student is triggered, as adults we sometimes use intense responses to minimize recurrences. Unfortunately, our responses can include unjust treatment, challenged beliefs, loss of control, disapproval, or criticism of the student thereby eroding the educator/student relationship.
Course objectives:
• In this course, participants will learn what triggers are observable signs and symptoms
• How to mitigate the triggered behavior with research proven strategies and tools.
What ESPs can do for Students Experiencing Homelessness (2hr) 4/27/2023 (5:00PM–7:00PM)
Registration link: http://forms.washingtonea.org/forms/pdregistration?cevid=7706
Today we have 1.5 million homeless children and youth attending public schools. That is a 34% increase in the last ten years. ESPs can be a powerful source in helping these students feel safe, important, and stable. In this class we will be using research from the National Association for the Education of Homeless Children and Youth and the National Center for Homeless Education. Participants will learn about the McKinney Vento Law, resources and strategies to help form relationships. How to set up their learning environment for success and advocate for learning tools and foster a sense of safety and security.
Assets, Strength, and Resilience of Immigrant Students (3hr) 6/10/2023 (9:00AM–12:00PM)
Registration link: http://forms.washingtonea.org/forms/pdregistration?cevid=7707
The United States has always been seen as a refuge for people who are seeking safety and a better future for their families. We often focus on the myriad of challenges for our immigrant students; economic, language, cultural, anti-immigrant sentiment and separation of families. In this course we will focus on the assets and strength of immigrant students; their resilience, aspirations, dedication to hard work, positive attitudes toward school, family support and culture which enriches our classrooms. In this course we will look at the immigrant population of families and students and ways to support them so that they feel safe and secure at school.
Course objectives:
• What is an immigrant?
• Why do people migrate to the US and what are the different kinds of immigrations?
• What are the emotional and mental effects of immigration on families and specifically on kids?
• How can the education system support families and students of immigrants feel included and help them integrate so that these children succeed?
• How can we help our educators look at the immigrants’ families and students as assets rather than a burden?
Asynchronous Classes https://www.washingtonea.org/events-training/pd/asynchronous-courses/
“Education is not a filling of a pail, but the lighting of a fire.” William Butler Yeats
Paraeducator Resources
• To create an account and keep track of your PD hours, please click here
•All the classes are virtual unless otherwise stated
•Few days before the training, you will get a link to register in Zoom. After you register in Zoom, a Zoom link to join the class will be automatically sent to your email that you used when you registered. To register to attend a class, please use the link under each class.
•Please expect an email with a link to complete an evaluation few days after you attend the class. Around 2 weeks after you submit the evaluation, you will get the transcripts.
Self-Reflections What did I learn? How can I apply what I learned? How did I feel after the training?
ESP Professional Development (washingtonea.org)
Center For Education Quality
Cristi McCorkle CMcCorkle@Washingtonea.org
Lama Chikh LChikh@washingtonea.org