# DirectSTEP > DirectSTEP is an online eLearning platform from LRP Media Group offering self-paced courses that merge special education law and regulatory compliance with real-world classroom application. Courses are designed for all school and district staff — administrators, teachers, paraprofessionals, and new staff — and cover legal requirements under the IDEA, Section 504, FERPA, Title I, and related laws. Each course is approximately one hour, developed by special education legal experts, cloud-based, HTML5-compatible, and requires an 80% passing score for a Certificate of Completion. ## About DirectSTEP DirectSTEP is the only online training platform that combines special education law with practical, real-world application for K-12 education professionals. Courses are self-paced, individually assignable, and accessible on nearly any device. The platform includes online tracking of user completion and training hours, making it a turn-key staff development solution for districts with limited time and budget. A free interactive preview is available by contacting a product specialist. DirectSTEP is produced by LRP Media Group, publisher of Special Ed Connection and producer of LRP's National Institute. ## Format and Delivery - **Format**: Self-paced, cloud-based eLearning; HTML5 for compatibility across devices - **Duration**: Approximately 1 hour per course - **Assessment**: Final assessment must be passed at 80% mastery - **Completion**: Certificate of Completion issued for each successfully completed course - **Tracking**: Online tracking of users and training hours for administrators - **Access**: Easy user self-registration; no travel or scheduling required - **Preview**: Free interactive preview available via form, email, or phone ## Target Audience - Special education directors and coordinators - School and district administrators - Special education teachers and general education teachers - IEP team members - Paraprofessionals and paraeducators - New staff and new-to-special-education teachers - DoDEA (Department of Defense Education Activity) school staff ## eCourse Library by Topic ### Administrators - Using Universal Design for Learning to Improve Instruction and Assessment for All Students (330004) - What Every Administrator Needs to Know About Stay-Put Under the IDEA (330029) - Administrators' Responsibilities for Meeting IDEA Parental Consent Rules (330071) - Mandatory Reporting: How to Identify and Report Suspected Abuse or Neglect of Students With Disabilities (330092) - The Privacy Act and the DoDEA: What Administrators Need to Know (330089) - Steps for Determining a Student's Eligibility Under the Other Health Impairment Category (330072) - Exiting Students From Special Education: Graduation, Aging-out, Ineligibility, and Revocation of Consent (330074) - Addressing Chronic Absenteeism and Truancy to Provide FAPE Under the IDEA and Section 504 (330091) ### Autism - Strategies to Keep Children With Autism Safe in School (330059) - Evaluation, Eligibility, and IEP Development for Students With Autism (330062) - Students With Autism and One-to-One Aides: Best Practices for Educators (330066) - Addressing Behavior of Students With Autism: A Teacher's Toolkit of Positive Intervention Strategies (330063) - Understanding the Unique Needs of Students With Autism: Intervention Strategies for Paraprofessionals (350012) ### Behavior and Discipline - A Teacher's Role in the Manifestation Determination Review Process Based on IDEA (330008) - Discipline and Placement Changes for Students With Disabilities Who Exhibit Violent Behavior (330036) - Developing and Implementing Functional Behavior Assessments and Behavioral Intervention Plans (330038) - Understanding Long- and Short-term Disciplinary Removals and Their Implications for IDEA Compliance (330095) - Legal Requirements and Practical Considerations for Identifying and Evaluating Specific Learning Disabilities (330061) - Strategies for Identifying and Preventing Low-Level Aggression From Escalating in Your School (330082) - Identifying and Responding to Bullying and Harassment Involving Students With Disabilities (330017) - Using Proactive Classroom Management Strategies to Promote Positive Behavior (330093) ### Evaluations - Least Restrictive Environment: What Teachers Need to Know (330006) - Independent Educational Evaluations: Responsibilities and Procedures (330007) - Identifying Anxiety: When to Evaluate and Determining Eligibility Under the IDEA and Section 504 (330086) - Legal Requirements and Practical Considerations for Identifying and Evaluating Specific Learning Disabilities (330061) - Compliance and Practical Strategies for Educating Twice-Exceptional Students (330083) - Evaluations and Reevaluations: Purposes, Standards and Procedures (330013) ### FERPA - How FERPA's Parental Consent Rule Impacts Education Record Privacy (330025) - Meeting FERPA's Parental Inspection, Amendment, and Notice Requirements (330067) - For Paraprofessionals: FERPA, Student Privacy, and Education Records (350026) ### IDEA - Identifying Disabilities to Determine IDEA Eligibility (330000) - Child Find: Understanding IDEA Provisions and Responsibilities (330001) - Postsecondary Transition: IDEA Requirements for Processes, Procedures and Implementation (330003) - Practical Strategies and IDEA Requirements for Developing IEPs (330020) - Predetermination in the IEP Process: What It Is and How to Avoid It (330088) - Serving Parentally Placed Private School Students With Disabilities: Understanding Your District's IDEA Obligations (330090) - Determining Related Services and Accommodations for Students With Traumatic Brain Injuries (330081) - Identifying Anxiety: When to Evaluate and Determining Eligibility Under the IDEA and Section 504 (330086) ### IEPs - IEP Implementation Strategies to be IDEA Compliant (330026) - Requirements and Strategies to Facilitate Parental Participation in IEPs (330030) - Best Practices for Home-Based Instruction for Students With Disabilities (330041) - Eligibility and Development of a Student's Extended School Year Services (330046) - Early Intervention Services: Facilitating Transition From IDEA Part C to Part B (330047) - Meeting IDEA Requirements When Serving Students With Specific Learning Disabilities (330058) - Using a Trauma-Informed Approach to Develop More Effective IEPs (330060) - Collecting and Using Data to Improve IEPs, BIPs and Section 504 Plans (330065) - Dispute Resolution and Available Remedies Under the IDEA (330069) - IEP, 504 and MDR Meetings: Guidance for Staff Who Are New to Special Education (330078) - From IEPs to IHPs: Special Education Plans Every Teacher Needs to Understand (330079) - Co-Teaching Essentials to Maximize Educational Benefit for Students With Disabilities (330087) - Predetermination in the IEP Process: What It Is and How to Avoid It (330088) ### LRE/Inclusion - Co-Teaching Essentials to Maximize Educational Benefit for Students With Disabilities (330087) ### New Staff - Communicating With Parents: Tips and Strategies for Teachers (330080) - IEP, 504 and MDR Meetings: Guidance for Staff Who Are New to Special Education (330078) - From IEPs to IHPs: Special Education Plans Every Teacher Needs to Understand (330079) ### Paraprofessionals - Roles, Responsibilities, Professional Practices, and Ethics for Paraprofessionals (350001) - Student Physical and Emotional Health & Safety Guidelines for Paraprofessionals (350002) - IDEA and Section 504: Key Components and Implications for Paraprofessionals (350003) - The Paraprofessional's Support Role in IEP Development and Implementation (350004) - Responsibilities for Paraprofessionals in Implementing IEP Annual Goals, Accommodations and Modifications (350005) - Promoting Independence and Achievement: How Paraprofessionals Can Support Learners Within Instructional Models (350006) - Collaboration and Communication: Guidelines and Strategies for Paraprofessional Participation in Instructional Teams (350007) - Guidance for Paraprofessionals in Identifying Early Childhood Developmental Milestones (350008) - Foster School/Family Collaboration by Developing Cultural Reciprocity (350009) - Strategies and Guidelines for Paraprofessionals Serving Students With SLD and ADHD (350010) - Instructional Strategies and Guidelines for Paraprofessionals Supporting Students With Speech and Language Impairments (350011) - Research-Based Strategies for Paraprofessionals Educating Students With Intellectual or Multiple Disabilities (350013) - Guidance for Paraprofessionals When Supporting the Needs of Students With Emotional Disturbances (350014) - Strategies for Paraprofessionals in Supporting Individualized Health Plans and Students' Health and Safety Needs (350016) - Guidelines for Paraprofessionals to Support Instruction of Students With Deaf-Blindness (350017) - Positive Behavioral Supports and Interventions: Guidance for Paraprofessionals on Disciplining Students With Disabilities (350018) - The Paraprofessional's Role in Student Assessment and Data Collection (350019) - Core Standards Evidence-Based Teaching and Learning Strategies for Paraprofessionals (350020) - The Paraprofessional's Role in Integrating Students With Disabilities Into General Education Settings (350021) - A Paraprofessional's Guide to Field Trips and Extracurricular Activities for Students With Disabilities (350022) - A Paraprofessional's Role in Understanding and Contributing to the Manifestation Determination Review Process (350023) - Guidance for Paraprofessionals: Disciplinary Considerations for Students With Disabilities Involved in Drugs, Violence or Weapons (350024) - A Paraprofessional's Guide to Addressing Bullying and Harassment Involving Students With Disabilities (350025) - For Paraprofessionals: FERPA, Student Privacy and Education Records (350026) - Best Practices for Paraprofessionals Regarding Restraint and Seclusion (350027) - What Paraprofessionals Need to Know About Service Animals in Schools (350028) - What Paraprofessionals Need to Know About Accommodating Students With Food Allergies (350029) - What Paraprofessionals Need to Know About Transporting Students With Disabilities (350030) - Strategies for Paraprofessionals When Communicating With Parents, Teachers and School Staff (350031) - The Privacy Act and the DoDEA: What Paraprofessionals Need to Know (350032) - The Paraprofessional's Role in Reinforcing Students' Use of Social and Emotional Learning Skills (350033) - The Paraprofessional's Role in Title IX Sexual Harassment Reports, Grievance Procedures and Investigations (350034) - Classroom Practices for Paraprofessionals to Promote Educational Equity (350035) ### Procedural Safeguards - Legal Requirements and Best Practices for Prior Written Notice (330018) - What Every Administrator Needs to Know About Stay-Put Under the IDEA (330029) - Administrators' Responsibilities for Meeting IDEA Parental Consent Rules (330071) - Dispute Resolution and Available Remedies Under the IDEA (330069) - Grievance Procedures and Investigations of Sexual Harassment Under the Title IX 2020 Regulations (330084) - Conducting Appropriate and Compliant Threat Assessments for Students With Disabilities (330085) ### RTI - RTI Data Collection, Analysis and Interpretation (330010) - Selecting and Implementing Evidence-Based Interventions Within an RTI Framework (330019) ### Section 504 - Child Find: Understanding Section 504 Provisions and Responsibilities (330002) - Making School Accessible: Practical Ways to Achieve Section 504 and ADA Compliance (330011) - Understanding Section 504 Eligibility and How It Works in Schools (330014) - Disciplinary Considerations Under Section 504 vs. IDEA: Students Involved in Drugs, Violence or Weapons (330022) - Best Practices to Prevent Section 504 Retaliation (330024) - Legal Requirements and Practical Considerations for the Use of Restraint and Seclusion (330027) - Use of Service Animals in Schools (330028) - The Role and Responsibilities of Section 504 Team Members (330032) - Accommodations and Standards for Testing and Grading Under Section 504 (330034) - Field Trips and Extracurricular Activities Under Section 504 (330021) - When and How to Accommodate Students With Food Allergies Under Section 504 (330068) - Meeting the Needs of Students With Diabetes Under Section 504 (330070) - IDEA, Section 504 and FAPE Issues When Transporting Students With Disabilities (330075) - Ensuring Substitute Staff Are Certified and Prepared to Serve Students With Disabilities (330076) - Meeting Section 504 Requirements to Identify and Serve Students With ADHD (330077) - A Teacher's Role in the Manifestation Determination Review Process Based on Section 504 (350015) - Identifying Anxiety: When to Evaluate and Determining Eligibility Under the IDEA and Section 504 (330086) ### Title I - Title I Annual Meeting Requirements: Engagement, Content, and Allowable Costs (340000) - Homeless Student Services and Allowable Funding Under Title I, Part A (340001) - Key Roles and Strategies in Identifying and Enrolling Homeless Students (340002) - Funding Evidence-Based Social and Emotional Learning With ESSA Funds (340003) ## Produced By LRP Media Group Parent site: https://www.lrp.com Contact: DirectSTEP@lrp.com Phone: 1-800-341-7874 ## Key Pages - [Homepage](https://www.lrpdirectstep.com/) - [Why choose DirectSTEP](https://www.lrpdirectstep.com/whydirectstep) - [eCourse library](https://www.lrpdirectstep.com/ecourses) - [Contact / free preview](https://www.lrpdirectstep.com/contact) - [Sitemap](https://www.lrpdirectstep.com/sitemap) - [Privacy policy](https://www.lrpdirectstep.com/privacypolicy)