Successfully Supporting ALL Students in the General Education Classroom - Part 1

Learn a variety of evidence-based approaches that enable both General Education teachers and Specialists to feel comfortable and confident providing support in the classroom setting to students with diverse needs or atypical profiles.

1. Learn a variety of instructional and behavioral approaches (including PBIS -Positive Behavior Intervention Support and UDL - Universal Design for Learning) to support diverse student needs in your classroom.
2. Gain access to effective tools that can be readily implemented in the Tier 1 setting, with opportunities for reflection, feedback, and collaboration.
3. Understand how and when to effectively use (and evaluate the success of) the learned approaches and tools introduced.

September 29, 2021 (1:00 - 3:00 PM (PST))
Includes 2 clock hours

Audience: Elementary General Education Teachers and Specialists

Meet the instructor:

lara francisco

Lara Francisco is an education specialist at the Haring Center for Inclusive Education. She received her Special Education Teaching Degree from Western Washington University and is continuing her upper-level studies at Seattle Pacific University’s School of Education. She has a Washington State Teaching Certificate for Elementary Education (K-8) as well as for Special Education (K-12).

Lara’s work focuses on inclusionary practices in the classroom while looking at the whole child – academic, behavior, and social-emotional needs.  Understanding the importance of having strong internal systems, collaboration, and the benefits of using a Multi-Tiered Support System, Lara often provides support in these areas as well.  

Prior to joining the Haring Center, Lara spent 25 years working in both the Highline and Seattle School Districts. She has been a resource room teacher, a 1st and 2nd-grade teacher, a math specialist, and an MTSS team member and lead. She has also received additional training in both Positive Discipline and Roots of Empathy.

If you have questions or comments, please contact the Haring Center Professional Development and Training team at