ACCT Level 1 Climbing Wall Training Fall 2025

Course Description

• This is an interactive workshop focused on indoor climbing walls and indoor challenge courses. Indoor facilitators/educators can be trained to Level 1 in two full days. Educators must attend 100% of the training with no exceptions. This is an ACCT Level 1 “Site/System Specific” Certification, upon the completion of the training and a written and practical test. Creating a community of belay educators. (Day 1) The new district standards for belay. (Day 1 & 2) Knots and personal protective equipment. (Day 1) “Belay School” (Day 1) An extensive focus on “backup belay”. (Both days) The critical nature of developing mastery for student belayers and continual supervision of all belayed class time. (Both days) Belay curriculum development and lesson plans. (Day 2) Lots of hands-on practice time. (Both days) Both a written and practical test per ACCT standards. ( end of Day 2)
• Lead Learner (Facilitator): Laurie LaComb
• Credit(s) and Type: 16 Hours Relicensure | Staff Development

Target Audience

• Admin/Pro-Tech, Certified Staff, Classified Staff
• Open to Substitute Teachers = Not at this time
• Open to Student Teachers = Not at this time
• Open to Charter School Staff = Not at this time  

Meeting Information

• Date: August 12 & September 22, 2025
• Time: 7:00 AM - 3:00 PM
• Location: TBD

Course Outcomes

Here are the outcomes for the course:

• Have a thorough understanding of the district standards for belay and backup belay.
• Have completed an A - Z training on all things “Belay".
• Experience belaying and climbing all of the elements present in their school.
• Develop their curriculum and lesson sequence for their classes.
• Learn about the cognitive and emotional stressors created by risk-based experiences.
• Explore a process for developing student Agency for Choice and Control during their climbing experience.
• Be presented with a process of emotional intervention when participants are “surprised” by the stress of this experience or the well-intended but not-helpful expectation that peers and educators can place upon individuals in this belayed experience.
• See the need for guided “reflection” so that students can make sense of their experience.