DirectSTEP

Direct Specialized Training for Education Professionals (DirectSTEP)

Effective instructional practice requires teachers have a deep and flexible understanding of their content areas as they work with learners.

The Utah State Board of Education (USBE) purchased access to 101 Direct Specialized Training for Education Professionals (DirectSTEP®) eCourses for use by Utah special education educators and paraprofessionals.

The time-limited contract provides access for all Utah LEA special education educators and paraprofessionals at no cost. Each course takes approximately one (1) hour with a downloadable certificate of completion available which educators can use for relicensure points.

Thirty-four eCourses were designed especially for SpEd paraprofessionals who can receive a stipend of $20 per eligible eCourse if the training is completed 'off the clock' (while not being paid by the LEA).

Stipend funds are available through April 30, 2025. This means all online coursework must be completed no later than April 30, 2025. Participants can only receive stipends once, regardless of school, district, or name change.

Special Education Directors submit the list of eligible special education paraprofessionals and USBE provides the paraprofessional with instructions for accessing the 34 eCourses and the stipend process.

DirectSTEP Padlet Resources Links to an external site.

eCourse Topics

- - Autism
  - Behavior & Discipline
  - Evaluations
  - (FERPA)
  - (IDEA)
  - IEPs
  - New Staff
  - Placement
  - Procedural Safeguards
  - Response to Intervention (RTI)
  - Section 504
  - Title I

Contact your Utah Special Education Director for more information.

eCourse Descriptions

Recommended for Paraprofessionals - Grouped by Paraprofessional Standards

1. Support instructional opportunities

- - - 350003 IDEA and Section 504 Key Components and Implications for Paraprofessionals
      - This course will examine the key components of the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (Section 504). Topics include eligibility requirements, procedural guidelines and safeguards, the standards of a free and appropriate public education (FAPE) under each law, and the necessary elements of both individualized education plans (IEPs) and Section 504 plans. As paraprofessionals may be responsible for implementing both IEPs and 504 plans, this course also addresses the paraprofessional's role in ensuring that FAPE is delivered to students with disabilities, and the specific knowledge and skills paraprofessionals should have to do their jobs effectively and in compliance with the law.
    - 350004 The Paraprofessional's Support Role in IEP Development and Implementation
      - This course covers the individualized education program (IEP), which is the legal document that sets forth the special education services and supports to be provided to a student with a disability under the Individuals with Disabilities Education Act (IDEA). In this course, we will review the IEP development process; the component parts of the IEP; the legal principles and procedures involved in implementing the plan, including all mandated timelines; and focus on the role of the paraprofessional as a service provider. This course also reviews the IEP components that are most critical to the work of the paraprofessional, including annual goals, accommodations, modifications, behavior plans, and least restrictive environment (LRE) instructional settings.
    - 350006 Promoting Independence and Achievement: How Paraprofessionals Can Support Learners Within Instructional Models
      - This course covers general education instructional designs and recommended practices for compliance with IDEA mandates for interventions provided by paraprofessionals. We will review specific techniques and strategies paraprofessionals can use to increase learner independence and achievement.
    - 350011 Instructional Strategies and Guidelines for Paraprofessionals Supporting Students With Speech and Language Impairments
      - This course covers the special education eligibility category of speech and language impairment, including possible symptoms, types of impairment, prevalence, etiology, and support strategies that may be used by paraprofessionals for each type and category. The range of severity that is represented by the students who are found eligible under this category is discussed, along with the communication implications for each type of impairment. This course also addresses issues that arise when determining whether a student for whom English is not the primary language also has a speech-language impairment.
    - 350013 Research-Based Strategies for Paraprofessionals Educating Students With Intellectual or Multiple Disabilities
      - This course is designed for paraprofessionals who work with students both in general education and special education instructional and non-instructional school settings. It will take approximately one hour to complete. The special education eligibility category of intellectual disabilities and multiple disabilities will be reviewed in this course, including characteristics commonly associated with each category of disability, placement options, and strategies for support.
    - 350017 Guidelines for Paraprofessionals to Support Instruction of Students With Deaf-Blindness
      - This course covers the Individuals with Disabilities Education Act (IDEA) eligibility category of deaf-blindness, including the characteristics, prevalence, etiology, and strategies relating to students who are eligible for special education under this category. The title of intervener may be used to describe the paraprofessional who works one-on-one with a student who is deaf-blind.
    - 350019 The Paraprofessional’s Role in Student Assessment and Data Collection to Support the Needs of Students With Disabilities
      - This course will cover data collection for determining present levels of performance and monitoring progress for students receiving special education supports and services. The purposes of data collection, types of data collection, and use of data for instructional decision making will also be covered in this course.
    - 350020 Core Standards Evidence-Based Teaching and Learning Strategies for Paraprofessionals in Supporting Students With Disabilities
      - This course is designed for paraprofessionals who work with students both in general education and special education instructional and non-instructional school settings. It will take approximately one hour to complete. This course provides information about general education grade-level curriculum and learning targets based on state and national standards. The major focus areas for the standards as well as the requirement under the Individuals with Disabilities Education Act (IDEA) for individualized education program (IEP) goals to be linked to grade-level standards is explained. Learning phases, instructional techniques that are evidence-based, and learning strategies are also covered in this course. This information provides a foundation for paraprofessionals who support students with special needs in accessing the core curriculum.
    - 350027 Best Practices for Paraprofessionals Regarding Restraint and Seclusion
      - This course provides an overview of seclusion and restraint as ways of addressing problem behaviors. It discusses the controversy surrounding the use of seclusion and restraint in public schools and reviews the types of actions that qualify as seclusion and restraint. This course also covers the circumstances in which a paraprofessional may restrain or seclude a student with a disability, the paraprofessional's obligation to document these incidents, and proper documentation techniques.
    - 350028 What Paraprofessionals Need to Know About Service Animals in Schools
      - This course covers the requirements schools must follow for service animals, with a specific focus on information that paraprofessionals need to know when students or visitors have a service animal on campus or at school events.

2. Demonstrate professional and ethical practices

- - - 350001 Roles, Responsibilities, Professional Practices, and Ethics for Paraprofessionals
      - This course covers an introduction to the Individuals with Disabilities Education Act, known as the IDEA, and its requirements relating to the role, training, and supervision of paraeducators. The course outlines the major roles and responsibilities of a paraeducator, including working closely with teachers, staff, and supervisors. Guidelines for working in all settings, from more restrictive pull-out settings to inclusionary settings where special education services are provided within the general education setting, will be covered. Topics covered include following policies and procedures, following the chain of command with questions and/or issues, and how to provide positive role models for students with special needs. Understanding and being sensitive to cultural differences and best practices in communicating with staff, students, parents, and administration will be covered in this chapter.
    - 350015 Hearing, Visual, Orthopedic, and Other Health Impairments Under the IDEA: Guidance for Paraprofessionals
      - This course explores teachers' obligations with respect to the manifestation determination review (MDR) process under Section 504 of the Rehabilitation Act of 1973 (Section 504). It applies to students who are eligible under Section 504 but not under the IDEA. It covers essential steps for preparing for and conducting an MDR and the ways in which teachers can contribute to the process and assist the team in reaching an accurate conclusion.
    - 350016 Strategies for Paraprofessionals in Supporting Individualized Health Plans and Students’ Health and Safety Needs
      - This course covers the creation and implementation of individualized health plans (IHPs), as well as basic procedures for paraprofessionals in supporting students with physical or health needs requiring invasive or noninvasive treatments.
    - 350021 The Paraprofessional's Role in Integrating Students With Disabilities Into General Education Settings
      - This course will review the role of the paraprofessional in the integration of students with special needs into general education instructional settings, and will address techniques for physical access, social connections, and independent functioning. Universal access strategies as well as differentiation techniques will be described, including accommodations and modifications as determined by the IEP team.
    - 350026 For Paraprofessionals: FERPA, Student Privacy and Education Records
      - This course examines the Family Educational Rights and Privacy Act (FERPA), focusing on the rule requiring school staff, including paraprofessionals, to obtain prior written parental consent before sharing education records with third parties. This course will cover who has rights under FERPA, the definition of education records, the parental consent rule, and how these confidentiality requirements affect paraprofessionals. This course will also review the exceptions to the "parental consent" rule to explain the circumstances in which paraprofessionals may share student information without explicit parent authorization.
    - 350029 What Paraprofessionals Need to Know About Accommodating Students with Food Allergies
      - This course provides paraprofessionals with an explanation of food allergies and what accommodations students with food allergies may receive under Section 504 of the Rehabilitation Act of 1973 (Section 504). It addresses the definition of food allergies, the types of exposure that may trigger an allergic reaction, and what steps a paraprofessional may need to take if a reaction occurs. This course also explains why students with food allergies need a Section 504 plan, details the important allergy-related information that will likely be included in the student's 504 plan, provides examples of the most common accommodations for students with food allergies, and explains how those accommodations may be implemented by paraprofessionals in the educational setting.
    - 350030 What Paraprofessionals Need to Know About Transporting Students With Disabilities
      - This course covers issues that may impact students with disabilities during school bus rides and while maneuvering around campus. Those issues include the responsibilities of paraprofessionals in loading and unloading students on to the bus, implementing the individualized education program (IEP) while on the bus, and accessibility into and around school buildings.
    - 350034 The Paraprofessional's Role in Title IX Sexual Harassment Reports, Grievance Procedures, and Investigations
      - This course explains the basic provisions of Title IX of the Education Amendments of 1972. Specifically, this course reviews the definitions of key terms, such as sexual harassment, reviews the situations in which a school has notice of potential sexual harassment, and explains the steps paraprofessionals may need to take to report sexual harassment. This course also reviews the basics of a district's grievance procedures under Title IX and the role a paraprofessional may play during a Title IX investigation.
    - 350035 Classroom Practices for Paraprofessionals to Promote Educational Equity
      - This course is designed for paraprofessionals who work with students in both general education and special education instructional and non-instructional school settings. This course starts with the definition and duties of the paraprofessional in the classroom. It will provide a definition for educational equity and discuss the difference between equity and equality. The paraprofessional’s role in educational equity will be outlined. This course will detail how paraprofessionals can teach with equity in the classroom by explaining the need for self-awareness and then covering discipline and communication.

3. Support a positive learning environment

- - - 350002 Student Physical and Emotional Health & Safety Guidelines for Paraprofessionals
      - This course addresses student health and safety at school and the responsibilities of the paraeducator. As a paraeducator, student health and safety must be an overarching goal and concern. Both physical health and safety as well as emotional safety will be discussed. This course will also outline guidelines for paraeducators as they relate to active supervision, universal precautions for health, response protocols for specific health issue events, and bullying prevention and intervention. Use of universal precautions for health and active supervision guidelines are included. Finally, this course covers bullying prevention and response as well as crisis prevention and intervention protocols and paraeducators' responsibilities.
    - 350005 Responsibilities for Paraprofessionals in Implementing IEP Annual Goals, Accommodations and Modifications
      - This course covers two important sections of the individualized education program (IEP) for students found eligible for special education and related services under the Individuals with Disabilities Education Act (IDEA) -- annual goals and accommodations/modifications. Annual goals are statements that describe what a child with a disability can reasonably be expected to accomplish in one year. Annual goals address the identified deficit areas for the child, based on a special education assessment. The supplementary aids and services section of the IEP includes the accommodations and/or modifications needed for the child to advance appropriately toward achieving the annual goals and to be involved in and make progress in the general education curriculum. Paraprofessionals are frequently responsible for implementing supports for a student with an IEP. This course provides clarification, examples, recommendations, and guidance in each of these IEP components for paraprofessionals.
    - 350008 Guidance for Paraprofessionals in Identifying Early Childhood Developmental Milestones
      - Part C of the Individuals With Disabilities Education Act (IDEA) describes the services authorized for children from birth to their third birthday. Typical developmental milestones are covered, as are the stages of development outlined in Swiss psychologist Jean Piaget's work. Characteristics of possible disability categories are listed in order to provide an understanding for paraprofessionals who work with infants and toddlers with disabilities. The process for identification as well as development of the individualized family service plan (IFSP) are reviewed, including the required components and timelines. This course provides examples of the types of supports that may be provided through an IFSP by paraprofessionals as well as suggested strategies that are appropriate for infants and toddlers in the areas of language, literacy, communication, numeracy, and social and sensory motor skills.
    - 350010 Strategies and Guidelines for Paraprofessionals Serving Students With SLD and ADHD
      - This course covers two Individuals with Disabilities Education Act (IDEA) eligibility categories: specific learning disability (SLD) and other health impairment (OHI) (to the extent that OHI covers attention deficit hyperactivity disorder (ADHD)). Characteristics, possible etiologies, legal mandates, strategies, and impacts on families are included for each disability category. This course also addresses the roles and responsibilities of paraprofessionals in supporting students with SLD and ADHD.
    - 350012 Understanding the Unique Needs of Students With Autism: Intervention Strategies for Paraprofessionals
      - This course covers the characteristics, prevalence, and communication needs of children with autism, as well as research-based strategies and instructional practices that can be effective in the school setting.
    - 350014 Guidance for Paraprofessionals When Supporting the Needs of Students With Emotional Disturbance
      - Not every child with a disability will qualify for special education and related services under the Individuals with Disabilities Education Act (IDEA). To be eligible for such services, the child must meet the definition of one or more of the 13 categories of disabilities specified in the IDEA and must need special education and related services because of his disability. Emotional disturbance (ED) is one of the 13 categories of disability that can qualify a student for special education and related services under the IDEA. This course will review characteristics commonly present in students with ED, placement options in light of the IDEA’s least restrictive environment (LRE) mandate, and strategies that paraprofessionals can use to support these students.
    - 350022 A Paraprofessional's Guide to Field Trips and Extracurricular Activities for Students With Disabilities
      - This course addresses what paraprofessionals need to know about schools' responsibilities for ensuring that students with disabilities have an equal chance to participate in field trips and extracurricular activities. This includes accommodations, transportation, service animals, safety issues, medical concerns, and when students may not be allowed to participate.
    - 350023 The Paraprofessional’s Role in Understanding and Contributing to the Manifestation Determination Review Process Under IDEA
      - This course explains the manifestation determination review (MDR) process under the Individuals with Disabilities Education Act (IDEA) in terms of what paraprofessionals need to know. It covers the key steps in the MDR process and the ways in which teachers paraprofessionals may participate in the process and help the MDR team make an appropriate determination about whether a student's disciplinary violation is related to his disability.
    - 350024 Guidance for Paraprofessionals: Disciplinary Considerations for Students With Disabilities Involved in Drugs, Violence or Weapons
      - This course discusses how the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (Section 504) affect the discipline of students with disabilities. The course provides paraprofessionals with an understanding of students' disciplinary protections, when a school can remove a student because of drugs, weapons, or violence, and how to spot and report warning signs of misconduct.
    - 350033 The Paraprofessional's Role in Reinforcing Students' Use of Social and Emotional Learning Skills
      - This course provides an overview of Social and Emotional Learning. It explains the five core competencies for SEL and relates each SEL competency to children while providing a rationale of why it is important. This course also provides paraprofessionals with SEL strategies they can use to support and interact with students.

4. Communicate effectively and participate in the team process

- - - 350007 Collaboration and Communication: Guidelines and Strategies for Paraprofessional Participation in Instructional Teams
      - Paraprofessionals may work in a variety of school settings and with multiple professionals, including general education and special education teachers, other paraprofessionals, school psychologists, speech and language clinicians, and other service providers as determined by the individualized education program (IEP) for each student they support. In addition, a paraprofessional may be invited to participate in other team meetings for a specific purpose. This course outlines the role of various collaborative teams and team members and provides guidelines for the paraprofessional in building and maintaining trusting and respectful relationships within each. Guidance for participation and information sharing is provided, as well as tips for team relationship-building and managing conflict.
    - 350009 Foster School/Family Collaboration by Developing Cultural Reciprocity
      - This course covers the role that families play in supporting the education of their family member with a disability and the role of schools in fostering collaborative home/school relationships that support student success. We will review family systems and how family members interact with schools and school personnel as well as how having a child with a disability may impact families on multiple levels. This course will also look at best practices and research in developing collaborative partnerships and examine a list of potential barriers to communication and ways to break down those barriers. Issues relating to cultural diversity and home/school collaboration are presented with tips for breaking down cultural barriers as well.
    - 350018 Positive Behavioral Supports and Interventions: Guidance for Paraprofessionals on Disciplining Students With Disabilities
      - This course covers the policies and laws that govern disciplinary actions for students in special education, including the manifestation determination review (MDR) process and change of placement considerations. The second chapter describes the use of positive behavioral interventions and supports (PBIS), functional behavior assessments (FBAs), and the development of a behavioral intervention plan (BIP), including the role of the paraprofessional in implementing a BIP. Basic tenets of behavior management, classroom management, and behavior data collection are also reviewed.
    - 350025 A Paraprofessional's Guide to Addressing Bullying and Harassment Involving Students With Disabilities
      - This course addresses bullying and harassment at school that can rise to the level of disability discrimination under Section 504. Its main focus is educating paraprofessionals on what to look for when it comes to bullying and harassment involving students with disabilities.
    - 350031 Strategies for Paraprofessionals When Communicating With Parents, Teachers and School Staff
      - This course provides information and strategies for paraprofessionals, whether they have years of experience or are just starting out, to use as they communicate with students' parents or other family members, and with other school staff, including teachers, service providers, IEP team members, and administrators. We will also review key federal privacy requirements so that paraprofessionals understand what kinds of information about the student they can and cannot disclose, to whom, and under what circumstances.

Recommended for Special Education Teachers

- - 330000 Identifying Disabilities to Determine IDEA Eligibility
    - This course covers the IDEA's 13 disability categories of eligibility for special education and related services and examines methods for identifying these disabilities.
  - 330001 Child Find: Understanding IDEA Provisions and Responsibilities
    - This course explores education law as it relates to teachers' child find obligations under the IDEA. It will cover the purpose of the child find requirement, teachers' responsibilities regarding child find, common signs of IDEA-eligible disabilities, pre-referral interventions, the timing of special education referrals, the need for supporting documentation, and the referral process itself.
  - 330002 Child Find: Understanding Section 504 Provisions and Responsibilities
    - This course goes over the Section 504 responsibilities for locating, identifying, and referring children with disabilities for modifications in the classroom and during other aspects of their school experience.
  - 330003 Postsecondary Transition: IDEA Requirements for Processes, Procedures and Implementation
    - This course examines federal guidelines surrounding the transition of students from high school to life beyond grade 12. This course will explain the procedural and substantive requirements under the Individuals with Disabilities Education Act (IDEA) related to transition planning, including transition assessments and necessary participants for each individualized education plan (IEP) meeting. This course will also cover the implementation requirements related to postsecondary transition services.
  - 330004 Using Universal Design for Learning to Improve Instruction and Assessment for All Students
    - This course explores how schools can make curricula and assessments accessible to students with a variety of interests and abilities through universal design for learning. It will cover the background of UDL, ways to apply its principles and guidelines to instruction and assessment, and how to overcome barriers to learning.
  - 330005 Required Components For Compliant IEPs
    - This course covers the IDEA's content requirements for IEPs
  - 330006 Least Restrictive Environment: What Teachers Need to Know
    - This course explores education law as it relates to a student's Least Restrictive Environment (LRE). It covers the purpose of the LRE requirement, the types of placements a district must make available for students with disabilities, and the need to consider supplementary aids and services. This course also reviews the processes for determining and documenting a student's placement on the LRE continuum.
  - 330007 Independent Educational Evaluations: Responsibilities and Procedures
    - This course examines the federal requirements for independent educational evaluations (IEEs) under the Individuals with Disabilities Education Act (IDEA). It explains when parents have the right to IEEs publicly funded by the school district. Additionally, this course will also cover appropriate responses to requests for publicly funded IEEs.
  - 330008 A Teacher’s Role in the Manifestation Determination Review Process Based on IDEA
    - This course explores teachers' obligations with respect to the manifestation determination review (MDR) process under the Individuals with Disabilities Education Act (IDEA). It covers essential steps in the MDR process and the ways in which teachers can contribute to ensure the process complies with the IDEA and to assist the team in reaching an accurate conclusion.
  - 330009 Guidelines for IEP Team Composition
    - This course covers the mandatory and permitted members of a student's IEP team under the IDEA.
  - 330010 RTI Data Collection, Analysis and Interpretation
    - This course explores response to intervention as it relates to data collection, analysis, and interpretation. It will cover the purpose of RTI as a model for assessment and intervention, ways to collect, analyze, and interpret data, and how to develop short-term goals
  - 330011 Making School Accessible: Practical Ways to Achieve Section 504 and ADA Compliance
    - This course covers what accessibility requirements are in place for schools and districts and ways that staff -- including teaching staff and facilities maintenance staff -- can make sure that school programs and activities are accessible to individuals with disabilities.
  - 330012 Conducting Compliant IEP Team Meetings
    - This course covers the general conduct of an IEP team meeting under the IDEA, including notice of the meeting, the format and agenda for the meeting, alternatives to a face-to-face meeting, documenting and recording the meeting, tips for handling contentious meetings, and provision of interpreters. The composition of the IEP team, including who is a mandatory team member, is covered in a separate DirectSTEP® course.
  - 330013 Evaluations and Reevaluations
    - This course examines the federal rules for initial evaluations and reevaluations. It will explain the requirements evaluations and reevaluations must meet to appropriately assess students with disabilities. Additionally, this course will provide practical tips school and district staff may use to ensure that their evaluations and reevaluations satisfy the standards established by the Individuals with Disabilities Education Act (IDEA).
  - 330014 Understanding Section 504 Eligibility and How It Works in Schools
    - This course covers the process of making an eligibility determination under Section 504 and what steps for staff are involved in eligibility determinations as well as what staff responsibilities are following the eligibility determination.
  - 330015 A Teachers Role in the Manifestation Determination Review Process Based on Section 504
    - This course explores teachers' obligations with respect to the manifestation determination review (MDR) process under Section 504 of the Rehabilitation Act of 1973 (Section 504). It applies to students who are eligible under Section 504 but not under the IDEA. It covers essential steps for preparing for and conducting an MDR and the ways in which teachers can contribute to the process and assist the team in reaching an accurate conclusion.
  - 330016 Legal Requirements and Practical Tips to Develop Measurable Annual IEP Goals
    - This course covers the statement of measurable annual goals that must be included in every IEP, along with strategies and practical tips for goal writing.
  - 330017 Identifying and Responding to Bullying and Harassment Involving Students With Disabilities
    - This course addresses bullying and harassment at school that can rise to the level of disability discrimination under Section 504. Its main focus is letting "ground level" staff such as teachers, counselors, assistant principals, and others who come into contact with students on a day-to-day basis know what to look for when it comes to bullying and harassment of students with disabilities and how to address it.
  - 330018 Legal Requirements and Best Practices for Prior Written Notice
    - This course provides an in-depth look at the prior written notice requirement found in the Individuals with Disabilities Education Act (IDEA). It discusses the types of actions that require prior written notice, the timing of notices, and content requirements. It also reviews the district's duty to use language the parents can understand, identifies common drafting errors, and gives an overview of the procedures a district should follow when delivering prior written notice.
  - 330019 Selecting and Implementing Evidence-Based Interventions Within an RTI Framework
    - This course explores the background of and reasoning for using evidence-based interventions within a response-to-intervention framework. It will cover characteristics of evidence-based interventions, including examples of reading and mathematics strategies, and how to select appropriate interventions that meet legal requirements for students.
  - 330020 Practical Strategies and IDEA Requirements for Developing IEPs
    - This course covers individualized education program (IEP) development under the Individuals with Disabilities Education Act (IDEA), including the factors the IEP team must consider when developing a child's program, the timelines associated with convening the team to develop the IEP, and practical strategies for developing legally compliant IEPs
  - 330021 Field Trips and Extracurricular Activities Under Section 504
    - This course addresses schools' responsibilities to students with disabilities for ensuring their equal opportunity to participate in field trips and extracurricular activities. It also covers what schools need to know about topics relevant to field trips and extracurricular activities such as accommodations, transportation, service animals, safety, medical concerns, and when students can be prohibited from participating.
  - 330022 Disciplinary Considerations Under Section 504 vs. IDEA for Students Involved in Drugs, Violence or Weapons
    - This course discusses several areas in which the disciplinary protections that administrators must provide to students with disabilities differ depending on whether the student is eligible under the Individuals with Disabilities Education Act (IDEA) or the student is covered under Section 504 of the Rehabilitation Act of 1973 (Section 504) but not the IDEA. The course seeks to provide district- and school-level administrators with an understanding of which students are entitled to which safeguards, as well as administrators’ options for removing a student who brings a weapon, alcohol, or drugs to school or poses a physical danger to others.'
  - 330023 When to Review and How to Revise IEPs to Stay Compliant
    - This course addresses a school district's legal obligations under the Individuals with Disabilities Education Act (IDEA) regarding reviewing and revising the individualized education program (IEP) of a student with a disability. Addressed in this course are various issues regarding the timing and frequency of IEP reviews and how the IEP can be modified or amended. Also covered in this course are legal and practical issues surrounding revision of IEPs, including various events that may trigger the need to revise the IEP.
  - 330024 Best Practices to Prevent Section 504 Retaliation
    - This course explores the topic of retaliation under Section 504 so that it will be understandable to administrators and similar educational professionals who may be new to the job, learning more about Section 504, or not entirely familiar with what retaliation is.
  - 330025 How FERPA’s Parental Consent Rule Impacts Education Record Privacy
    - This course examines the Family Educational Rights and Privacy Act (FERPA) focusing on the rule requiring school districts and other educational agencies to obtain prior written parental consent before disclosing education records to third parties. This course will cover who has rights under FERPA, the definition of education records, the parental consent rule, and the steps districts must take prior to releasing confidential student information. This course will also review the exceptions to the "parental consent" rule to explain under what circumstances districts may disclose education records without explicit parent authorization.
  - 330026 IEP Implementation Strategies to Be IDEA Compliant
    - This course covers implementation of the individualized education program (IEP) of a student with a disability under the Individuals with Disabilities Education Act (IDEA), including the impact of delays in implementation, the failure to implement minor versus material provisions of an IEP, and implementation of IEPs in non-school settings. Also discussed in this course are practical strategies to address common implementation mistakes, such as using unclear language in the IEP and not providing relevant staff with copies of IEPs.
  - 330027 Legal Requirements and Practical Considerations for the Use of Restraint and Seclusion
    - This course provides administrators, teachers, paraprofessionals, and other staff members who may be involved in restraining or secluding students with disabilities with an understanding of how federal laws, particularly the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (Section 504), impact their use of those techniques. The course also addresses practical steps administrators and staff members can take to ensure that the use of restraint and seclusion in their schools is legally compliant, consistent with the terms of a student’s IEP or 504 plan, and is thoroughly documented.
  - 330028 Use of Service Animals in Schools
    - This course covers the requirements schools must follow for service animals, whether it is students, parents, visitors, or employees who require use of a service animal. The focus of the course is on following legal requirements and putting in action straightforward steps to accommodate students and employees as well as solutions for when one person's need for a service animal conflicts with another person's allergy.
  - 330029 What Every Administrator Needs to Know About Stay-Put Under the IDEA
    - This course reviews the IDEA's stay-put provision. It will cover the district's stay-put obligations, the identification of the student's "current educational placement," possible modifications to stay-put placements, the duration of stay-put rights, IEP reviews during stay-put, and stay-put issues affecting specific student populations.
  - 330030 Requirements and Strategies to Facilitate Parental Participation in IEPs
    - This course covers parental participation in various aspects of the individualized education program (IEP) development process under the Individuals with Disabilities Education Act (IDEA). It addresses, among other topics, the parent's participation in meetings with respect to the identification, evaluation, and educational placement of a child with a disability; the parent's right to access her child's education records and to receive periodic progress reports on how the child is performing under the IEP; and the parent's right to be represented by an attorney or advocate during an IEP team meeting. Also discussed in this course are practical strategies to help districts maintain compliance with their responsibilities to ensure meaningful parental participation.
  - 330032 The Role and Responsibilities of Section 504 Team Members
    - This course provides an exploration of what a Section 504 team is, who is a part of it, and what the team’s job is, as well as what the members must do for their part of Section 504 meetings.
  - 330034 Accommodations and Standards for Testing and Grading Under Section 504
    - This course covers how schools must grade and test students with disabilities to comply with Section 504. It addresses topics that include grading standards, grade reporting, testing accommodations, and reporting the results of testing.
  - 330036 Discipline and Placement Changes for Students With Disabilities Who Exhibit Violent Behavior
    - This course explains district and school administrators’ options for responding when a student who is eligible under the Individuals with Disabilities Education Act (IDEA) engages in violent behavior. In particular, it describes the avenues available to schools and the required steps for removing the student from his current educational setting on a long-term basis to ensure the safety of the student, the student’s peers, and school employees.
  - 330038 Developing and Implementing Functional Behavior Assessments and Behavioral Intervention Plans
    - This course explains when an FBA must be conducted for a child with a disability, how to conduct an FBA, and how to develop a BIP, as well as when a BIP may be required under the Individuals with Disabilities Education Act (IDEA) following a disciplinary incident or when it may be necessary for a student to receive a free appropriate public education (FAPE).
  - 330041 Best Practices for Home-Based Instruction for Students with Disabilities
    - This course provides an overview of home-based programs for students with disabilities. It reviews the differences between home instruction and homebound services and discusses the placement procedures and implementation requirements for each type of program. This course also covers personnel qualifications and assignments, grading and course credit, participation in assessments, and participation in school activities.
  - 330046 Eligibility and Development of a Student’s Extended School Year Services
    - This course examines extended school year (ESY) services under the Individuals with Disabilities Education Act (IDEA). It explains the circumstances in which students with disabilities are eligible to receive ESY and the steps districts must take to make an appropriate eligibility determination. This course also covers how ESY must be included in the student’s IEP and issues related to a student’s ESY placement.
  - 330047 Early Intervention Services: Facilitating Transition From IDEA Part C to Part B
    - This DirectSTEP® course explores the steps for transitioning a student to Part B, including how the district works with the lead agency of the Part C program and parents to facilitate a smooth transition, how educators can help parents understand and accept the process, and time parameters and practical considerations for evaluating children and implementing their IEPs
  - 330058 Meeting IDEA Requirements When Serving Students With Specific Learning Disabilities
    - This course covers issues that arise after a child has been deemed eligible for special education and related services because of a specific learning disability (SLD). Thus, for purposes of this course, general education interventions have already been exhausted and the child underwent a special education evaluation and was found eligible for services under the IDEA. Now the child's IEP team must determine an appropriate placement that delivers services in the least restrictive environment and must determine how best to meet the child's unique needs. Common issues that arise during or after the development of the IEP include whether a specific educational methodology must be used and the child’s entitlement to specific accommodations and services related to his SLD, such as assistive technology and extended school year services.
  - 330059 Strategies to Keep Students with Autism Safe in School
    - This course explores the characteristics of autism that can lead students into unsafe situations and the most common dangers students with autism face, including wandering, bullying, and sexual misconduct. It will also cover interventions to promote student safety and self-advocacy.
  - 330060 Using a Trauma-Informed Approach to Develop More Effective IEPs
    - This course provides a framework for developing an effective, trauma-informed individualized education program (IEP). This course addresses trauma-informed practices, improving family engagement, and considerations for trauma screening and assessment, report writing, writing trauma-informed IEP goals, and identifying related services and accommodations through a trauma lens.
  - 330061 Legal Requirements and Practical Considerations for Identifying and Evaluating Specific Learning Disabilities
    - This course addresses the legal and practical requirements for identifying students who are eligible for special education due to a specific learning disability classification. Addressed in this course are the federal law requirements regarding the evaluation and identification of SLDs. Also covered in this course is the practical application of the law, including an explanation of diagnostic and clinical considerations when identifying SLDs.
  - 330062 Evaluation, Eligibility and IEP Development for Students With Autism
    - This course explores requirements under the Individuals with Disabilities Education Act (IDEA) when it comes to eligibility, child find, evaluations, and Individualized Educational Program (IEP) team composition for students with autism. It will also cover the development of the IEP, including how autism affects services, placement, and disciplinary decisions.
  - 330063 Addressing Behavior of Students With Autism: A Teacher’s Toolkit of Positive Intervention Strategies
    - This course explores how schools can proactively address the challenging behaviors of students with autism without resorting to using restraint and seclusion. It will cover the development of behavior intervention plans containing positive behavioral interventions and supports to prevent and address meltdowns.
  - 330065 Collecting and Using Data to Improve IEPs, BIPs and Section 504 Plans
    - This course covers why teams must collect data, who should collect the information, and how to collect it. It also covers how to use data to make educational decisions. Note this course does not delve into data collection in the response to intervention (RTI) process. For more information on data collection in the RTI process, please see the DirectSTEP® course, RTI Data Collection, Analysis, and Interpretation.
  - 330066 Students With Autism and One-to-One Aides: Best Practices for Educators
    - This course explores how schools can determine a student's need for a one-to-one aide and how to respond when parents request one. It will cover concerns involving aide selection and steps districts should take to ensure the aide doesn’t impede a student's independence.
  - 330067 Meeting FERPA’s Parental Inspection, Amendment, and Notice Requirements
    - This course examines parents' right to inspect and review education records upon request and seek the amendment of inaccurate or misleading education records under the Family Educational Rights and Privacy Act (FERPA). This course will cover the definition of education records, the parental access rule, and the steps districts must take when they receive a parental request to amend a student's education records. It will also cover destruction of education records and annual FERPA notice requirements.
  - 330068 When and How to Accommodate Students With Food Allergies Under Section 504
    - This course provides educators with an understanding of how to accommodate students with food allergies under Section 504 of the Rehabilitation Act of 1973 (Section 504). It addresses which students qualify for a Section 504 plan, the process of developing the plan, and practical steps for ensuring students with food allergies remain safe at school and are not excluded from school programs and activities because of their allergies.
  - 330069 Dispute Resolution and Available Remedies Under the IDEA
    - This course covers the five methods of resolving disputes that arise under the IDEA: mediation, due process hearings, resolution meetings, state complaints, and judicial review, and explains when each method is available and who may initiate the proceeding. Also covered in this course are the remedies that are available both to parents and districts, and the circumstances under which specific remedies, such as attorney's fees, may be ordered.
  - 330070 Meeting the Needs of Students With Diabetes Under Section 504
    - This course explains how to develop and implement appropriate accommodations for students with diabetes under Section 504. It addresses which students qualify for a 504 plan, the process of developing the plan, who may administer a child’s medication, and practical steps educators can take to help keep students with diabetes safe at school and ensure they receive the accommodations they need to participate in school and in extracurricular activities.
  - 330071 Administrators’ Responsibilities for Meeting IDEA Parental Consent Rules
    - This course reviews a district's duty to obtain parental consent before conducting certain IDEA-related activities. It will cover the definition of "consent," activities that require parental consent, the documentation of consent, the steps a district may take when a parent fails to give consent, and the steps a district must take when a parent revokes consent.
  - 330072 Steps for Determining a Student’s Eligibility Under the Other Health Impairment
    - This course explores the steps an IEP team must take to determine whether a student’s health condition constitutes OHI under the IDEA (Individuals with Disabilities Education Act) and whether the student, because of the condition, is eligible for special education and related services.
  - 330074 Exiting Students From Special Education: Graduation, Aging-out, Ineligibility, and Revocation of Consent
    - This course explains the circumstances in which students with disabilities exit special education through high school graduation or by passing the age limit for eligibility under the Individuals with Disabilities Education Act (IDEA) or state law. It covers the criteria that individualized education plan (IEP) teams must consider in determining whether an IDEA-eligible student is ready to graduate with a regular high school diploma and the procedural requirements the district must meet. This course also explains the ages at which students are no longer eligible to receive IDEA services. Additionally, the course will briefly review other ways students may be exited from special education, including revocation of consent and ineligibility determinations.
  - 330075 IDEA, Section 504 and FAPE Issues When Transporting Students With Disabilities
    - This course covers issues that may impact students with disabilities during school bus rides. Those issues include the length, duration, and conditions of bus rides and whether a bus aide or monitor is needed for a student to receive a free appropriate public education (FAPE). Pick-up and delivery of students with disabilities, specifically the location of bus stops, the availability of door-to-door transportation, the shortening of academic instructional time to accommodate bus schedules, and the impact of inclement weather are also covered in this course.
  - 330076 Ensuring Substitute Staff Are Certified and Prepared to Serve Students With Disabilities
    - This course covers issues that arise when substitute teachers and other school personnel are given responsibility for students with disabilities. Those issues include using appropriately trained and certified individuals in the classroom and on the bus; providing substitute personnel with the information they need to appropriately carry out their responsibilities, including having copies of IEPs, Section 504 plans, health care plans, and behavior plans, and understanding how to implement those plans; and planning ahead for extended teacher absences.
  - 330077 Meeting Section 504 Requirements to Identify and Serve Students With ADHD
    - This course covers the requirements for locating, identifying, and evaluating a child who is suspected of having attention deficit hyperactivity disorder (ADHD) and provides specific "red flags" that may indicate the need for an evaluation. It also addresses ADHD eligibility criteria, how to develop and implement appropriate accommodations for students with ADHD under Section 504, and when a Section 504 plan may need to be reviewed and revised.
  - 330078 IEP, 504 and MDR Meetings: Guidance for Staff Who Are New to Special Education
    - This course provides introductory material on meetings that must take place for special education students, whether they are students with individualized education programs (IEPs) or Section 504 plans or who are just being considered for special education eligibility.
  - 330079 From IEPs to IHPs: Special Education Plans Every Teacher Needs to Understand
    - This course provides a basic overview of the special education documents that new teachers need to understand to provide appropriate educational services to students with disabilities. In addition to reviewing the different types of student-specific plans, the course describes the teacher’s responsibility to implement those plans and document the student’s progress.
  - 330080 Communicating With Parents: Tips and Strategies for Teachers
    - This course provides information and strategies for new teachers, specifically new special education teachers and service providers, to use as they communicate with parents in the classroom and in the IEP meeting. This course reviews the definition of parents under relevant federal laws, strategies to build bonds with parents, and ways to establish appropriate boundaries with parents. The course also covers key federal privacy requirements so that teachers understand what kinds of information about the student they can and cannot disclose, to whom, and under what circumstances. Additionally, this course explains the steps teachers must take to ensure effective communication with parents, including those with disabilities and limited English proficiency, in the classroom and in the IEP meeting.
  - 330081 Determining Related Services and Accommodations for Students With Traumatic Brain Injuries
    - This course explains what traumatic brain injuries (TBIs) are and the district's responsibility to accommodate students with TBIs in school. This course reviews the definition of traumatic brain injury, the symptoms that a student may experience after a TBI, and what districts must do to appropriately identify and evaluate students with TBI under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. Additionally, this course provides educators with best-practice recommendations on accommodating students with TBI in the classroom. The course offers examples of appropriate services, explains the functions of a concussion management team (CMT), and provides tips to help districts determine when to refer a student with TBI for a comprehensive evaluation.
  - 330082 Strategies to Identify and Prevent Low-Level Aggression From Escalating in Your School
    - This course covers low-level aggression and its major role in setting the trend for increased aggression. It addresses, among other topics, what is low-level aggression, why it is tolerated in schools, and why it is a dangerous path that jeopardizes safety in schools and teaches students negative habits that stay with them during their school years and often afterwards. We will look at examples of low-level aggression and practical strategies to prevent low-level aggression from happening.
  - 330083 Compliance and Practical Strategies for Educating Twice-Exceptional Students
    - This course provides an overview of how federal special education laws apply to academically gifted students with disabilities, or "twice-exceptional" students. It explains which students qualify as twice-exceptional, identifies common child find barriers, and discusses how districts can ensure compliant evaluations and eligibility determinations. This course also looks at program components for twice-exceptional students and discusses ways to ensure those students receive all services to which they are entitled.
  - 330084 Grievance Procedures and Investigations of Sexual Harassment Under Title IX 2020 Regulations
    - This course explains the basic provisions of Title IX of the Education Amendments of 1972, as implemented by the 2020 regulations. Specifically, this course reviews the definitions of key terms, such as sexual harassment; reviews the situations in which a school has notice of potential sexual harassment; and the steps districts must have in place to respond to allegations of sexual harassment. This course also reviews the necessary components of a district's grievance procedures required under the 2020 Title IX implementing regulations.
  - 340000 Title I Annual Meeting Requirements: Engagement, Content, and Allowable Costs
    - This course covers both the content and organization of a Title I annual meeting. It is intended as a guide for covering the legal requirements and staying within the law on practices that are not as explicitly spelled out within the statutes, such as whether it is appropriate to spend federal funds on, for example, pizza.
  - 340001 Homeless Student Services and Allowable Funding Under Title I, Part A
    - This course explores the legal obligations of educational agencies for providing education-related services to homeless children and youths that are comparable to their housed peers. This course also covers what costs are allowable for services under Title I, Part A of the Every Student Succeeds Act, Pub. L. No. 114-95 (ESSA).
  - 340002 Key Roles and Strategies in Identifying and Enrolling Homeless Students
    - The course explains the rights of children and youths experiencing homelessness to be immediately enrolled in school, whether those students meet or do not meet typical enrollment requirements. It also includes a section on services that, by law, must be provided or made available to homeless students.
  - 340003 Funding Evidence-Based Social and Emotional Learning With ESSA Funds
    - This course explains the relationship between SEL and the ESEA and how ESEA funding can support and sustain an SEL program. This course uses yoga as an example of an SEL intervention or strategy, but this is not to suggest that it is only the form of SEL or to diminish other SEL practices. Yoga was selected as a popular activity easily recognizable to a general audience.