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Social/Emotional/Behavioral Trainings

COVID-19 and Special Education

View information for educators and parents to support students with disabilities during the COVID-19 pandemic.

COVID-19 resources for special education

 

Online Events (for Credit)

Kimochis Mini-Course: Helping Students With Disabilities Manage Their Emotions (Online Event) 

Kimochis are, on the surface, a family of cuddly critters and a big bowl of emotions. Underneath, is a proven system for helping kids grow and transform by dealing skillfully with their feelings. Participants will learn the 5 Keys to Communication, new words to express feelings, and new strategies to deal with feelings.

This mini-course is perfect for teachers and SLPs, is easy to implement, offers a starter kit to get you going implementing Kimochis, and two follow up coaching sessions for questions.

Learn more about this opportunity on the Kimochis Professional Development Page.

Register for the online course. Registration is open through September 20, 2021, or until the course is full. 

Course Dates & Information

  • September 24, 2021, 1:00 - 3:30pm: 2.5-hour training.
  • October 29, 2021, 3:30 - 4:15pm: 45-minute live Q&A session #1.
  • December 3, 2021, 3:30 - 4:15pm: 45-minute live Q&A session #2.

Space is limited. Priority will be given to Colorado public school educators who register with their school/district/BOCES email, register as part of a 2+ person team that includes an SLP and a special education teacher working with students struggling with social/emotional/behavioral needs, and who work with elementary age students. 4 CDE Contact Hours Available. This training satisfies the Special Education and Behavioral Health licensure renewal requirements.

Download Course Flyer [PDF]


Affective Needs Conference 2021-2022

This collaboration with the Colorado Council for Children With Behavior Disorders will host three virtual events with topics specific to children with affective needs. 2 CDE Contact Hours are available per session. 

October 21, 2021, 4 - 6pm - "From Wounded to Hope - Why Self-care Alone is Not Enough"

  • Presented by Dardi Hendershott of Hope 4 The Wounded, this empowering, interactive session will speak to enhancing our overall wellness both personally and as educators/child advocacy professionals. Many folks are referring to the events of this past year as a universal trauma we’ve all experienced in one way or another. Your jobs were already hard, even before having to navigate these most recent challenges. Through a comprehensive, practitioner-based approach, we will examine the dimensions of wellness on a personal level while also seeking to create safe professional environments where wounds are acknowledged and hope and healing are possible.
  • View the event flyer [PDF].

December 2, 2021, 4 - 6pm - "The Bully, The Bullied, and the Not-so-innocent Bystander"

  • Presented by Barbara Coloroso of "kids are worth it!," this session will discuss verbal, physical, relational, and cyberbullying violence and its effects on a school community, and especially on students with disabilities. Participants will learn to discern the difference between normal, natural, and necessary conflict and bullying; how to identify a bullying incident; how to handle situations where a student with disabilities is either bullied or the bully; and how to create a safe harbor for students with disabilities. 
  • Register directly with the CCCBD via EventBrite.
  • View the event flyer [PDF].

January 13, 2022, 4 - 6pm - Addressing the COVID19 Pandemic Pause: Key Strategies for Reconnecting and Building Partnerships with Families During Challenging Times

  • Presented by University of Colorado Professor Tracy Gershwin. The family-professional partnership is an essential component directly linked with improved academic, behavioral, social, and emotional growth for students with disabilities. Unfortunately, as a result of the COVID19 pandemic, educators and families have reported feeling disconnected from one another, often leading to a discontinuity of services. In response to these challenges, this session will present key research-based strategies designed to reconnect and build partnerships with families. As a result of this session, attendees will be able to describe the challenges families of children with disabilities have experienced as a result of the COVID19 pandemic; describe and apply research-based strategies designed to reconnect and build partnerships with families, and identify and locate resources for further information and support for partnering with families in the future.
  • Registration link coming soon! 

Restorative Practices in Schools

Presented by The RJ Solution, a team of Colorado public school educators instrumental in drafting the State of Colorado guiding document on Restorative Practices in Schools, this workshop will provide an introduction to the philosophy of restorative practices in schools, and the significant impact RP has on school culture and climate. Participants will learn and practice all components of restorative practices, and will leave with next steps for implementation in their classrooms and schools.

At the conclusion of the workshop, participants will understand how RP addresses social aggression, conflict, and community harm. Additionally, participants will have insight into implementing RP with fidelity to achieve a truly restorative school culture. 14 CDE Contact Hours available - partial credit is not available and full attendance is required. This training satisfies the Special Education and Behavioral Health licensure renewal requirements.

Dates and Times: November 18 & 19, 2021, 8:00am - 4:00pm each day, with a one hour lunch at 12:00pm.

Register for the online event. Registration is open through November 3, 2021 or when registration is full. Priority is given to Colorado public school/district/BOCES-based educators and staff.

Visit the Restorative Practices Professional Development Page, or view the course flyer [PDF] for speaker bios and more information. 


Online Courses (for Credit)

8 Week Online Course: Introduction to Functional Behavioral Assessment and Behavior Intervention Plans

This 8 week online course, offered in both fall and spring semesters, is intended for school and district-level teams.  The purpose of the course is to support the team in developing a functional behavioral Assessment (FBA) that accurately identifies a student’s function of behavior in order to develop more effective Behavior Intervention Plans. Team-based approaches to complete such activities are always best practice and in the best interest of the student, school, and family. By the end of the course, participating teams will be able to successfully complete Basic Functional Behavioral Assessment (FBA) and Behavior Intervention Plans (BIP). The course provides a foundation for understanding FBAs and provides opportunity for practice in the completion of FBAs and BIPs. Support from instructors will be given in the form of discussion board with no face-to-face opportunities provided. Up to 30 CDE contact hours available. This training satisfies the Special Education and Behavioral Health licensure renewal requirements.

Requirements:

  • Each team member must complete an individual registration form, and list 2 to 5 school- or district-level team members, including a special education teacher and a mental health staff. ALL team members must register individually.
  • Have access to students in a school setting, and approval from administrators to complete a FBA/BIP case study on students.
  • Commit to completing weekly reading, assignments, online discussions, as well as a case study in a school setting.

Date(s): August 15, 2021 to October 10, 2021
** REGISTRATION Opens on August 4, 2021 and CLOSES on August 6, 2021 or when registration is full. 


8 Week Online Course: Social Emotional Learning

This 8 week online course is offered in both fall and spring semesters, The purpose of the course is to support participants in the development of Social-Emotional Learning (SEL) plans and instruction based on identified building-level and student-specific needs. Individual course participants will explore the evidence-based practices and competencies involved in effective SEL planning and intervention. Assessment for lagging skills and data collection opportunities will be provided. Participants will be able to identify specific skill deficits and needs to plan for effective SEL instruction and support. Instruction will be given via the online course shell and discussion boards for collaboration with colleagues will be provided. No face-to-face opportunities or scheduled meetings are included in this course. Up to 30 CDE contact hours available. 

TO BE ELIGIBLE, PARTICIPANTS MUST: 

  • Register individually. 
  • Have access to students in a school setting and approval from administrators to complete a lagging skills assessment/problem solving plan/SEL intervention with a specific student. 
  • Commit to completing weekly reading, assignments, discussions, as well as a case study project while engaging fully in the online setting for the course. 
  • Adhere to deadlines and assignment submission requirements to receive maximum CEU credit. 
  • Complete a separate commitment survey when invited to participate in the course.

Date(s): October 17, 2021 through December 19, 2021 (8 weeks) (Spring 2022 Dates TBD, please check back!) 


On-Demand Webinars (for Credit)

Building Skills for Social Emotional Wellness During Transitions In and Out of In-Person Learning

The uncertainty and shifts between in-person and remote learning, including managing quarantines and closures, leads to anxiety, anticipatory grief, and sets the stage for the pre-condition of trauma. This video will focus on the importance of self-care in reducing anxiety levels and building resiliency, allowing for higher quality engagement between teachers, children, and families during transitions. Additionally, this video will provide suggestions for a coaching model to collaboratively bring the family into the education process and create a sense of belonging for children and families amongst transitions between educational learning contexts. 1.25 CDE contact hours.

Registration Link

Closing the SEL Gap

During this webinar participants will gain an understanding of how to assess for missing social skills. Participants will learn how to break down large social skills into smaller skills sets that can be directly taught and measured. This process will result in the development of individualized social skill planning that can be used to generate IEP goal interventions and MTSS/RtI/PBIS plan goal interventions. Information will also be shared on how and where socials skills training fits into the FBA and BIP process. 1.0 CDE contact hours, completion of knowledge check required. This training satisfies the Special Education and Behavioral Health licensure renewal requirements.

Registration Link

Direct Behavior Rating

This video will provide an overview of Direct Behavior Rating (DBR), specifically with a focus on the use of this process for behavioral data collection in remote learning for students with existing IEP behavioral goals. The process of DBR will be discussed in a step-by-step format and the applications for remote learning will be addressed. The video will also address goal setting and progress monitoring to evaluate the effectiveness of the plans already in place. Viewers will be able to identify options for DBR as a behavioral data tracking tool. 0.5 CDE contact hours, completion of knowledge check required. This training satisfies the Special Education and Behavioral Health licensure renewal requirements.

Registration Link

Discerning Social Maladjustment in Evaluations for Serious Emotional Disability (SED)

The Colorado Department of Education Exceptional Student Services Unit has provided a recording of a live webinar on discerning social maladjustments from Serious Emotional Disability (SED) when evaluating eligibility for SED, recorded in December, 2016.

This webinar recording provides information on commonly understood definitions of social maladjustment, common characteristics of social maladjustment, an approach to determining whether a student qualifies for an SED when social maladjustment is present, and intervention resources. 1.0 CDE contact hours, requires completion of knowledge check. This training satisfies the Special Education and Behavioral Health licensure renewal requirements.

Registration Link

Grief & Anxiety

In this time of COVD19, the potential for anticipatory grief is high. This Webinar will explore anticipatory grief in the context the Grief and Growth Cycle. The Grief Cycle's relationship to resiliency and coping strategies will be explored, providing actions steps that can be taken to support the journey through the grief cycle. 0.5 CDE contact hours.

Registration Link

Positive Discipline or Positive Behavioral Supports

This webinar will present an overview of using positive discipline in the school setting. This learning opportunity will focus on how to reclaim "discipline" as preventative, positive, and instructional. This will include methods for teams to address positive discipline within a systems framework. 1.5 CDE contact hours, requires completion of knowledge check. This training satisfies the Special Education and Behavioral Health licensure renewal requirements.

Registration Link

Remote Learning Instructional Strategies

This video addresses instructional strategies and supports that can be implemented in the home setting for remote learning. Multiple options for both proactive and responsive strategies are shared as suggestions for application across grade levels. Examples of the challenges addressed include difficulty focusing or understanding assignment prompts and the impact of social isolation on functioning. Throughout the video, ideas for families to prevent or remedy these challenges are addressed. 0.5 CDE contact hours.

Registration Link

SED Eligibility

The purpose of this webinar is to assist multi-disciplinary teams, including families, in the application of best practices while using the new disability criteria for identifying students with a Serious Emotional Disability (SED). 0.5 CDE contact hours, completion of knowledge check required. This training satisfies the Special Education and Behavioral Health licensure renewal requirements.

Registration Link

SED Quality Indicators

Serious Emotional Disability Quality Indicators offers guidance to educators and administrators when developing, implementing, and evaluating quality programming and services for students with SED. The QIs cannot be interpreted as policy or regulation but as a tool designed to assist those who education and provide services to students with a SED or those evaluating these programs. The QI will provide baseline data which can be used to action plan and, in turn, monitor improvement of programming. 0.5 CDE contact hours.

Registration Link

SED Quality Indicator Tool

The QIs are a tool designed to assist those who educate and provide services to students with an SED or those evaluating these programs. This document was designed with multiple purposes in mind. A team may use it as a self-assessment or teams can use this tool to help build or create a new program or system for students with an SED. Building teams or administrators may use it to determine programming, resources and professional development needs. Educational leaders (superintendents, special education directors, behavior team members, etc.) to determine if systems are in place to support high-quality educational programming. 0.5 CDE credit hours, completion of knowledge check required. This training satisfies the Special Education and Behavioral Health licensure renewal requirements.

Districts/Schools that would like assistance with the implementation of the SED Quality Indicator tool should email Bill Brown at brown_w@cde.state.co.us

Registration Link

Social Emotional Learning

Social skills training and support for students with social/emotional/behavioral challenges. 0.5 CDE contact hours.

Registration Link


By-Request Trainings/Technical Assistance

The live trainings in this section can be provided by request to a school, district, or BOCES. Simply send an email to Bill Brown, brown_w@cde.state.co.us, to schedule a training fine-tuned to your organization's needs. CDE contact hours are available. 

BEHAVIOR TRAININGS

 

Behavior Interventions Within the Home Environment

3-hour training where participants will learn how to incorporate positive behavior intervention supports within the home environment, helping families to create routines and schedules.

Behavioral Tool Box

3-hour training where participants will learn a variety of different behavior intervention strategies such as errorless learning, mix and vary, when/then, precision request sequence and strategies for perfectionism, learned helplessness, development, select mutism, among others.

Data Collection and Analysis

6-hour training where participants will learn:

  • How to create operational definitions that are measurable.
  • Data collection methods and tool.
  • Data analysis.
  • How to write behavioral goals.
  • DBR (Direct Behavioral Rating).
  • Progress monitoring behavior goals.

Functional Behavioral Assessments and Behavior Intervention Plans

6-hour training where participants will be able to:

  • Conduct a Functional Behavior Assessment (FBA) to identify students' strengths and needs.
  • Develop a Behavior Intervention Plan (BIP) that integrates social emotional learning and is based on the strengths and needs identified in the FBA.

SED Quality Indicators Behavior Systems Domain

6-hour training where participants will learn about FBA and BIP through the lens of the SED Quality Indicators. The SED Behavior Domain includes the following areas:

  1. Foundation and philosophy of behavioral systems.
  2. Effective behavior management strategies are used by all staff across all aspects of programming.
  3. Effective crisis prevention and early intervention strategies are used, which emphasize the use of non-aversive supports whenever possible.
  4. Effective alternatives to suspension and positive disciplinary strategies are implemented.
  5. Positive discipline practices.

SEVERE EMOTIONAL DISABILITY TRAININGS

 

Emotional Disabilities, Supporting Students with Mental Health Needs

4-6 hour training where participants will:

  • Learn about the role of the mental health provider within school systems.
  • Internalizing behaviors and externalizing behaviors.
  • Attachment, personality, and temperament.
  • Developmental stages.
  • Social emotional assessments.
  • SED IEP criteria.

How to set up and AN Program

6-hour training where participants will learn:

  • About the SED Quality Indicator Tool for Serious Emotional Disability (SED) programming and how this tool can be helpful with action planning for program development.
  • AN program components.
  • Alternative discipline.
  • Establishing a continuum of interventions and supports.
  • Environment strategies.

IEP Qualification Criteria for Serious Emotional Disability

1-3 hour training where participants will:

  • Understand and know the body of evidence required when considering eligibility for SED.
  • Have an understanding of how to distinguish between an emotional disability and social maladjustment and factors to consider with co-morbidity.

SEL and Mental Health Literacy

1-3 hour training where participants will learn:

SEL does not encompass major mental health conditions, although SEL programs can definitely provide strong support for students with diagnosed psychiatric conditions. Students with mental health needs (and all students, for that matter) can greatly benefit from SEL programming, but it may not necessarily be a sufficient condition to meet the specific individual needs of students struggling with mental health conditions.

Serious Emotional Disability Quality Indicator Tool

1-3 hour training where participants will:

  • Be introduced to the CDE Quality Indicator Tool for Serious Emotional Disability (SED) programming.
  • Identify the need for improved programming for students with SED.
  • Learn how to use the tool to action plan and/or evaluate programming.

The Manifestation Determination Process

1-hour training were participants will:

Gain an understanding of the manifestation determination process that is needed when a decision is made to affect a disciplinary change in placement for a student with a disability who violated a code of student conduct. 

SOCIAL EMOTIONAL LEARNING TRAININGS

 

Closing the SEL Gap through Individualized Social Skill Lessons 

3-hour training where participants will:

  • Gain an understanding of how to assess for missing social skills.
  • Gain an understanding of how to develop an individual social skills lesson once missing skills have been identified.
  • Gain an understanding of how socials skills instruction fits into the FBA and BIP process.

DBT: Emotional Regulation and Distress Tolerance

6-hour training where participants will learn about Dialectical Behavior Therapy (DBT) and its four components:

  1. Mindfulness
  2. Interpersonal Effectiveness
  3. Distress Tolerance
  4. Emotion Regulation

Emotional Coaching

1-3 hour training where participants will learn about:

  • Allowing emotional expression.
  • Recognizing emotions.
  • Creating security through reducing anxiety .
  • Coping strategies vs coping mechanisms.
  • Conflict resolution.

Grief, Anxiety and Trauma

1-3 hour training where participants will learn about:

  • Grief and growth cycle.
  • Coping mechanisms vs coping strategies.
  • Anticipatory grief.
  • Preconditions for trauma.

Preschool Social Emotional Learning

6-hour training where participants will learn:

  • Social emotional standards.
  • Stages of play.
  • Attachment, personality, and temperament.
  • Needs vs wants.
  • Co-regulations.

Recovery

8-hour training. “Grief is the healing process of a significant loss, not a pathological reaction. After you have been dealt a blow, you need time to recover.”

Participants will learn about:

  • The grief and growth cycle.
  • Stress, including anticipatory grief.
  • Recovery and crisis recovery.
  • Trauma and CBT (Cognitive Behavior Theory).

Self-Regulation and Co-Regulation

1-3 hour training where participants will learn:

  • Recognition of overstressed child.
  • Identification of stressors.
  • Reduction of stressors.
  • Increase child's self-awareness.
  • Teach self-regulation strategies.

Social Awareness

1-3 hour training. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports.

Participants will:

  • Build a deeper understanding of social awareness.
  • Identify at least one specific strategy or intervention they could try in the classroom to support social awareness.
  • Identify the role a teacher can play in helping students develop social awareness.

Social Emotional Learning

6-hour training. Social-emotional skills are critical for students’ learning, their readiness for college and careers, and their future success. Both research and evidence-based practice clearly show the strong connection between social and emotional development, academic learning, and success in life (Domitrovich, Dusenbury & Hyson, 2013). 

Participants will:

  • Gain an understanding of Social Emotional Learning (SEL)
  • Synthesize and analyze learning to implement SEL interventions through the SED Quality Indicators in the classroom/school environment.

Social Emotional Learning within MTSS

3-hour training where participants will learn how and where SEL fits into MTSS/PBIS.

  • Tier 1: integrated curriculum and school culture/climate.
  • Tier 2: intensive classroom and small group instruction.
  • Tier 3: individualized social skill instruction.

Social Skills training

1-3 hour training. Participants will learn about:

  • Emotional skills: showing empathy, cultural awareness, appreciation.
  • Social/interpersonal: modeling coping skills and appropriate responses to anger, anxiety or sensitivity.
  • Cognitive regulation: changing a lesson when it is not working, avoiding anger, sarcasm when it is aimed at the teacher, adjusting work based on needs of the class.

Trauma Informed Practices 

6-hour training where participants will learn:

  • Background knowledge on the different types of trauma.
  • Review the core features of trauma responsive practices.
  • Knowledge of what can be done at school to help a traumatized child.
  • Strategies for emotional and behavioral crises.


Other Training

SED Quality Indicator Videos

This series of 21 videos offers guidance to educators and administrators when developing, implementing, and evaluating quality programming and services for students with SED. The QI will provide baseline data that can be used to action plan and, in turn, monitor improvement of programming. The Quality Indicators cannot be interpreted as policy or regulation but as a tool designed to assist those who educate and provide services to students with SED or those evaluating these programs.

SED Quality Indicator Video Page


Workshop: Transforming Disability Identification through Culturally Responsive Approaches

Featuring: Janine Jones, Ph.D.
The workshop held on June 18, 2015, focused on the problem of disproportionality and the over-representation of students of color identified for special education under the category of Emotional Disturbance.

Picture: Powerpoint cover for Through a New Lens by Dr. Janine Jones, June 18, 2015


For more information, please contact:

Bill Brown
Phone: (720) 603-3000
Email Bill Brown


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