Social/Emotional/Behavioral Trainings

The purpose of the manifestation determination is to determine if the student’s conduct was a manifestation of the child’s disability or a result of the failure to implement the student’s IEP.

When a decision is made to effect a disciplinary change in placement for a student with a disability who violated a code of student conduct, the public agency must conduct a manifestation determination within 10 school days of that decision.

A disciplinary change in placement occurs when a student is removed for more than 10 consecutive school days or is subjected to a series of removals that constitute a pattern:

• The series of removals total more than 10 school days in a school year.
• The child’s behavior is substantially similar to the behavior in previous incidents that resulted in the series of removals.

Such additional factors as the length of each removal, the total amount of time the child has been removed, and the proximity of the removals to one another.

Access MDR Course

The Colorado’s State Board of Education has adopted the Protection of Individuals from Restraint and Seclusion Act (PPRA), which outlines the procedures to be followed: 

• In the administration of restraint and seclusion.
• Staff training.
• Documentation requirements.
• The review of the use of restraint and seclusion. 

The Colorado Department of Education has available a self-guided, self-paced Moodle course on PPRA (Protection of Individuals From Restraint and Seclusion Act) Regulations. This course covers the Restraint and Seclusion regulations (PPRA) and will also share the changes to PPRA from House Bill 22-1376. 

PPRA Regulations

House Bill 22-1376

This training is on the regulation for Restraints and Seclusion and does not replace the requirement of having staff trained in a nationally recognized crisis intervention program, such as Crisis Prevention Institute (CPI), Therapeutic Crisis Intervention (TCI), Quality Behavioral Solutions (QBS) etc.

The course content will be covered in 12 different lessons. 

Access the PPRA Course

In this one to three-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. 

In this one to three-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.

In this eight-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).

Behavior & Mental Health (Cognitive Behavioral Therapy)

This webinar will cover behavioral basics and the basics of cognitive behavioral theory. Once the basics are covered this webinar will explore how these two different approaches to providing students services work collaboratively together. We will demonstrate how mental health struggles can be approached using behavioral concepts.  

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.

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 a knowledge check. This training satisfies the Special Education and Behavioral Health licensure renewal requirements.

This webinar is going to focus on the use of positive reinforcement. Positive reinforcement is a behavioral concept that, when used in the right way, can help to improve behavior and help you stick to healthy habits. Positive reinforcement refers to the introduction of desirable or pleasant stimuli after the performance of a behavior. The concept of positive reinforcement is associated with the work of behaviorist psychologist B. F. Skinner on his theory known as operant conditioning.

Traumatic Brain Injury and Behavior Recording 

This webinar will cover the skills that can be lost with a Traumatic Brain Injury (TBI) and the social-emotional learning needed to retrain lost skills. We will also cover the impact that a TBI has on affect expression and how to teach emotional regulation. The webinar will be wrapped up with antecedent and consequence interventions that can be used to improve functioning. 

This online course will present an in-depth look into Advanced Functional Behavioral Assessment (FBA) and Behavior Intervention Plans (BIP) building skills to work with complex and serious student needs.  This course focuses on training a “team lead” and contains information on how to complete each portion of the process. This course utilizes the current Colorado Department of Education Functional Behavior Assessment and Behavior Intervention Plan format to guide the process. If your school district or administrative unit does not utilize this format, then the information given should help you in your understanding of leading the FBA and BIP process. The course provides an opportunity for participants to practice completion of FBAs and BIPs.

The goal of the FBA is to determine the function of the problem behavior to develop more effective interventions and Behavior Intervention Plans.  Individuals taking this course are expected to work with a school-based team even though the team is not enrolled in this course. Team-based approaches to completing such activities are always best practice and in the best interest of the student, school, and family.  This course is intended to give each participant practical information, applied knowledge, and real experiences at all stages of the FBA and BIP development, including data collection, and behavior support planning so that each participant can learn the necessary skills to function both independently and as an effective member of a team. Therefore, the minimal requirement for this course is that each participant be assigned to a school site, so they have access to staff and students to practice these learned skills

Date(s):

To be announced

Registration: Registration for the 2025-2026 school year is not open at this time. 

In this three-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, and select mutism, among others.

In this six-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.

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

Mental Health 101

This webinar will cover internalizing and externalizing behaviors that might be associated with mental health struggles. The DSM5 will be explored looking at the different mental health disorders. The difference between HIPAA and FERPA will be shared related to confidentiality. The webinar will wrap up with taking a look at school-based mental health services. 1.0 CDE Contact Hours. 

Therapy Focused)Mental Health Behavioral Plan (Sample Behavior Intervention Plan Cognitive Behavioral Therapy Focused)

This webinar will use a case study of a student who struggles with anxiety. From the case study, a behavioral intervention plan will be developed using behavioral concepts to address the mental health struggle of anxiety. 

In this one to three-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.

In this six-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

In this one to three-hour training where participants will learn about:

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

In this one to three-hour training where participants will learn about:

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

In this six-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.

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

Coming Soon!

In this customized one to three hour training participants will learn:

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

Customizable one to three hour training will discuss 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.

This is a six-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.

A three-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.

In this one to three hour training, participants will learn about:

• Emotional skills: showing empathy, cultural awareness, and 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 and sarcasm when it is aimed at the teacher, adjusting work based on the needs of the class.

Information coming soon. 

Information coming soon.