Belaying ACCT, Level 2 Certification October 11, 2024

Course Description

• This is an interactive workshop focused on indoor climbing walls and indoor challenge courses. Indoor facilitators/educators can be trained to Level 2 in one full day. Educators must attend 100% of the training with no exceptions. This is an ACCT Level 2 “Site/System Specific” Certification, upon the completion of the training and a written and practical test. Creating a community of belay educators. The new district standards for belay. Knots and personal protective equipment. “Belay School”  An extensive focus on “backup belay”.  The critical nature of developing mastery for student belayers and continual supervision of all belayed class time. Belay curriculum development and lesson plans. Lots of hands-on practice time. Both a written and practical test per ACCT standards. 
  • PLEASE NOTE: 
    • Equipment: helmet, harness, belay device, laptop, shoes, and dress for climbing. 
    • Dress in layers. 
    • Bring a lunch. 
    • Please check with your leadership team to see if they can cover a sub.  If not, reach out to Laurie LaComb at lllacomb@dcsdk12.org.
• Lead Learner (Facilitator): Laurie LaComb | Tom Leahy 
• Credit(s) and Type: 8 Hours Relicensure

Target Audience

• Certified Staff
• Open to Substitute Teachers = Not at this time
• Open to Student Teachers = Yes
• Open to Charter School Staff = Yes  
  • Charter Certified

Meeting Information

• Date: October 11, 2024
• Time: 7:00 AM - 3:00 PM
• Location: Stone Canyon Outdoor EdVentures, Main building & Outside (dress appropriately) | 12163 S Perry Park Rd, Larkspur, 80118Links to an external site.

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.