SPECIAL EDUCATION OFFICE PROFESSIONAL LEARNING


Month
Date
Upcoming Event
Location
October
10/5/2021
to 6/30/2025 11:45 PM
Considering Trauma in Special Education Evaluations and IEP Development
Spaces Remaining: 518
This is a recorded webinar. NO CTLE CREDIT WILL BE AWARDED. This professional learning opportunity is intended to support IEP Teams in considering the possible impact of trauma on the individual student. This training focuses on how trauma may impact a student's daily functioning and provides strategies to implement before, during and after the special education evaluation to ensure the consideration of such trauma is integrated throughout the process. This training supplements guidance shared in the NYC DOE Special Education SOPM for conducting initial evaluations and reevaluations and is intended for all staff members who are part of the IEP Team, including, but not limited to: special education teachers, general education teachers, related service providers, administrators, school psychologists and social workers.
Virtual
September
9/26/2023
9:00 AM to 10:00 AM
Family Engagement, Communication and Culture
Spaces Remaining: 27
This package of materials is designed to introduce educators to concepts of communication and culture that impact the ways educators and educational organizations interact with families. Overall, the aim is to ensure that educators are mindful with how they communicate with parents, guardians, and families to ensure that educational sites are culturally responsive and welcoming.
Virtual- Microsoft Teams Webinar
9/26/2023
10:00 AM to 12:00 PM
LIT- Phonological Awareness: Establishing Foundations for Reading Success Part 1 Virtual Training | Bronx Regional Partnership Center
Event is Full
The purpose of this training is to help participants gain a greater understanding of the Science of Reading; specifically, what phonological awareness is and how crucial this skill set is to the foundation of reading success. Participants will explore what skills to teach when, and how to teach these skills for students to master phonological awareness. The training will also provide context for the importance of using assessments to improve the effectiveness of phonological instruction for students. To overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading.
Virtual
9/26/2023
11:00 AM to 1:00 PM
Student Directed Individualized Education Program (IEP) for Professionals - Four-Part Series | Virtual Training | Manhattan RPC
Spaces Remaining: 43
Participants in this series will be part of a think tank with like-minded educators. Self-determination and its benefits provide the foundation for the ideas and resources shared to support students with disabilities at all grade levels to increase their participation in IEP development, implementation, and CSE participation
Virtual
9/27/2023
8:30 AM to 2:30 PM
Developmentally Appropriate Practice (DAP) for Preschool| In-person Training| Bronx Regional Partnership Center
Spaces Remaining: 23
This professional learning is designed to help general and special education preschool teachers set up learning environments that are developmentally appropriate for preschool students with diverse needs and backgrounds. DAP involves an awareness of: • Age appropriateness / “typical” development • What the research says about how children this age learn best • Individual development – recognizing that each child develops uniquely and has individual strengths and needs • Cultural context - providing meaningful, relevant, and respectful learning experiences for each child and family Targeted Audience(s) Preschool educators, including teachers, administrators, assistants, aides, paraprofessionals, and clinical staff By the end of the training, participants will be able to: • Identify the three core considerations of Developmentally Appropriate Practice (DAP) • Identify typical developmental milestones for three-, four-, and five-year-old children • Identify six key guidelines for setting up a developmentally appropriate preschool classroom system • Identify practices/actions that they will introduce and modify in their settings to ensure their classrooms are developmentally appropriate ***CTLE Credit will be awarded***
1 Fordham Plaza Room 853
9/27/2023
12:30 PM to 2:30 PM
SET - Leading the IEP Process | Effective Meetings | Virtual Training | Bronx Regional Partnership Center
Event is Full
This module addresses the role of the District Representative of the IEP Team and prepares them to oversee the IEP meeting. Participants will be able to utilize facilitator and leadership skills to focus the meeting on the needs of the student, understand regulations that govern IEP meetings, and encourage the student and their parents to participate in a meaningful way. Intended Audience: Bronx Special Education Teachers, General Education Teachers, School Psychologists, CSE/CPSE staff, Administrators of Special Education, Principals, and staff that serve as District Representative.
Virtual
9/28/2023
9:00 AM to 12:00 PM
Alternatives to Suspensions, Session 2/2 | Virtual Training | Manhattan RPC
Spaces Remaining: 87
'Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This two-part professional learning series is intended to help participants understand that exclusionary practices have significant short and long-term negative effects on academic, social-emotional, health and wellness, and family outcomes of students. Participants will develop a common understanding of suspension, removal, and discipline, as well as influences, impacts, policies and procedures that contribute to the on-going suspension crisis in schools today. Additionally, we will explore effective research-based strategies for responding to student behavior and appropriate alternatives to suspension. *Please be advised, registration and attendance in both sessions of this professional learning series is STRONGLY recommended*'
Virtual
9/28/2023
9:00 AM to 11:00 AM
BEH | Function Based Thinking: Applying a Proactive Process to Support Student Behavior in the Classroom | VIRTUAL TRAINING | Brooklyn
Spaces Remaining: 162
This training designed for K-12 educators, including general and special education teachers, related service providers, and school/district administrators, will offer an overview description of challenging behaviors, the behavior pathway, and the function-based thinking process. Participants will be able to describe challenging behaviors, understand the behavior pathway and use it to determine the function of behaviors, and use the function-based thinking process to prevent or extinguish unwanted behaviors by selecting intervention measures that meet the function of the behavior. '
Virtual
9/28/2023
10:00 AM to 12:00 PM
Overview of Specially Designed Instruction Module 3 & 4 | Bronx Regional Partnership Center
Event is Full
The Overview of Specially Designed Instruction professional development training package is the first in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This introductory training is intended to develop participants’ working knowledge of the components of SDI, the rationale for using SDI, using SDI alongside other instructional strategies, and selecting appropriate SDI based upon student needs and characteristics. Targeted audience Special education teachers, general education teachers, and other educational professionals in need of training on the basic essentials of SDI for students with disabilities.
Virtual
9/28/2023
12:00 PM to 3:00 PM
Function Based Thinking (FBT): Applying a Proactive Process to Support Student Behavior in the Classroom / 2-Session Virtual Training / Bronx Regional Partnership Center
Spaces Remaining: 23
The Function-Based Thinking training offers an overview of challenging behaviors, the behavior pathway, and the function-based thinking process. Function-based thinking is a Tier 1 support that can be used for all students, which requires teachers to informally gather data on student behavior, analyze the behavioral data, and use the behavior pathway to determine the function of the behavior and to match interventions to the function of the student’s behavior. Part 2: October 5, 2023
Virtual
9/29/2023
9:00 AM to 3:00 PM
Introduction to Culturally Responsive-Sustaining Education | Staten Island RPC
Spaces Remaining: 45
This PL is intended to introduce participants to foundational elements of cultural responsiveness and explore the New York State Culturally Responsive-Sustaining Education Framework. In doing so, it is meant to facilitate connections between Cultural Responsiveness and meeting the needs of students with disabilities, while also providing an opportunity for critical reflection on the extent to which culturally responsive practices are present within their Educational Organization(s). Expected Outcomes · Explore foundational elements of culture and Culturally Responsive Education · Reflect on personal culture & experiences · Become familiar with the NYSED Culturally Responsive-Sustaining Education Framework · Reflect on the ways practices & approaches outlined in the NYSED CRSE Framework are present within your Educational Organization (EO)
Virtual -Staten Island-District 31
9/29/2023
1:30 PM to 2:30 PM
Defining Explicit Instruction as an evidence-based practice I Manhattan RPC
Spaces Remaining: 49
'Defining Explicit Instruction as an Evidence-Based Practice/This explicit instruction training is intended to support participants’ knowledge of explicit instruction and teachers’ abilities to effectively implement explicit instructional strategies for students’ in their classroom. Explicit instruction is high leverage and an evidence-based practice that has proven to be effective for all students especially for students with disabilities. Research has shown higher achievement results for students with disabilities in both reading, math and all content areas. Intended Audience: Special education teachers, general education teachers, coaches, instructional support staff, administrators '
Virtual
October
10/2/2023
9:00 AM to 11:00 AM
Function Based Thinking: Applying a Proactive Process to Support Student Behavior in the Classroom | IN PERSON - TRAINING | District 13
Spaces Remaining: 40
'This training designed for K-12 educators, including general and special education teachers, related service providers, and school/district administrators, will offer an overview description of challenging behaviors, the behavior pathway, and the function-based thinking process. Participants will be able to describe challenging behaviors, understand the behavior pathway and use it to determine the function of behaviors, and use the function-based thinking process to prevent or extinguish unwanted behaviors by selecting intervention measures that meet the function of the behavior. Note that this is an in-person training for staff members in Districts 23 and 13. Location will be announced soon. '
10/2/2023
2:30 PM to 4:00 PM
Explicit Instruction: An Evidence-Based Strategy for Effective and Long-Term Learning Professional Development
Spaces Remaining: 42
Explicit Instruction: An Evidence-Based Strategy for Effective and Long-Term Learning Professional Development is a 3-part series which will help participants gain a greater understanding of the instructional practice of explicit instruction and how to effectively implement with students. Explicit instruction is a high leverage practice for special education and considered to be the foundation of specially designed instruction (SDI).
Virtual- Microsoft Teams Webinar
10/3/2023
10:00 AM to 12:00 PM
LIT- Phonological Awareness: Establishing Foundations for Reading Success Part 2 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 15
The purpose of this training is to help participants gain a greater understanding of the Science of Reading; specifically, what phonological awareness is and how crucial this skill set is to the foundation of reading success. Participants will explore what skills to teach when, and how to teach these skills for students to master phonological awareness. The training will also provide context for the importance of using assessments to improve the effectiveness of phonological instruction for students. To overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading.
Virtual
10/4/2023
9:00 AM to 10:30 AM
Communication and Autism: Assitive Tech, PECs, Speech Part I
Spaces Remaining: 47
An Overview of Understanding and Identifying Functional Means of Communication for Students With Autism. This PD will consist of 2 parts. The First Part of the PD will be to provide classroom teams with an understanding of language and the various types of communication systems designed to support functional and interactive communication for students with ASD and/or other neurodevelopmental classifications. This includes Alternative and Augmentative Communication Systems (AAC) including: The Picture Exchange Communication System (PECS), sign language, gestures, visual supports and High Tech systems such as: Prologquo2go, LAMP, and other meaningful language systems. Interventions around supporting vocal/verbal language will also be discussed.
Microsoft Teams Webinar
10/4/2023
11:00 AM to 12:30 PM
Communication and Autism: Assitive Tech, PECs, Speech Part II
Spaces Remaining: 104
Will discuss creating and providing communication opportunities for students with ASD through the use of functional communication systems. This will include use of motivation, sabotage, requesting, vocabulary selection, access methods necessary to support the use of communication both in school and in the home setting.
Microsoft Teams Webinar
10/5/2023
9:00 AM to 10:30 AM
Communication and Autism: Assitive Tech, PECs, Speech Part I
Spaces Remaining: 152
An Overview of Understanding and Identifying Functional Means of Communication for Students With Autism. This PD will consist of 2 parts. The First Part of the PD will be to provide classroom teams with an understanding of language and the various types of communication systems designed to support functional and interactive communication for students with ASD and/or other neurodevelopmental classifications. This includes Alternative and Augmentative Communication Systems (AAC) including: The Picture Exchange Communication System (PECS), sign language, gestures, visual supports and High Tech systems such as: Prologquo2go, LAMP, and other meaningful language systems. Interventions around supporting vocal/verbal language will also be discussed.
Microsoft Teams Webinar
10/5/2023
11:00 AM to 12:30 PM
Communication and Autism: Assitive Tech, PECs, Speech Part II
Spaces Remaining: 113
Will discuss creating and providing communication opportunities for students with ASD through the use of functional communication systems. This will include use of motivation, sabotage, requesting, vocabulary selection, access methods necessary to support the use of communication both in school and in the home setting.
Microsoft Teams Webinar
10/5/2023
2:30 PM to 4:00 PM
OVERVIEW OF SPECIALLY DESIGNED INSTRUCTION
Spaces Remaining: 96
'This workshop gives the participants an overview of specially designed instruction for students with disabilities. Through this training, attendees will: • Develop a working knowledge about the core components of specially designed instruction • Learn ethical and legal reasons behind the use of specially designed instruction • Examine of the barriers for students with disabilities and how specially designed instruction addresses those barriers • Understand how specially designed instruction is used alongside other instructional strategies • Explore the process of developing appropriate specially designed instruction based on student needs and characteristics Case studies and activities will be used throughout the workshop so that participants can apply this knowledge to their work with students with disabilities.'
Virtual
10/6/2023
9:00 AM to 2:00 PM
Identifying and Intensifying Intervention: What to Do and How to Do it
Spaces Remaining: 34
This is a three-part Introductory Professional Development Series on instructional matching from 9:00AM-11:00AM on the following dates: • October 06, 2023-Module 1: Key terms and definitions • October 13, 2023-Module 2: Choosing among interventions • October 20, 2023-Module 3: Intensifying Interventions
Virtual- Microsoft Teams Webinar
10/6/2023
2:00 PM to 4:00 PM
Overview of Specially Designed Instruction
Spaces Remaining: 50
The Overview of Specially Designed Instruction professional development is an introductory training series is intended to develop participants’ working knowledge of the components of SDI, the rationale for using SDI, using SDI alongside other instructional strategies, and selecting appropriate SDI based upon student needs and characteristics. Targeted Audience(s) Special education teachers, General education teachers, administrators, and other educational professionals providing instruction to students with disabilities.
Virtual- Microsoft Teams Webinar
10/10/2023
10:00 AM to 12:00 PM
LIT-Universal Screening: Best Practices in Screening for Academic Deficits Part 1 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 28
The purpose of this training is to provide participants with an overview of what universal screening is and how to adopt this practice in their schools. At the conclusion of Part 1 and Part 2 participants should be able to: 1. Define universal screening 2. Describe the purpose of universal screening 3. Describe the features of a high-quality universal screening measure 4. Identify tools to guide them in selecting a universal screening measure 5. Describe ways in which data from a universal screening measure can be used
Virtual
10/11/2023
8:30 AM to 11:30 AM
Working with Families to Improve Student Outcomes
Spaces Remaining: 46
This professional learning is designed to provide a foundational overview of Family Engagement, its importance, and the Six Essential Features of Family-School Collaboration. Additionally, it integrates many activities that schools and districts can use to assess and further develop their current Family Engagement systems and practices. Targeted Audience(s) all school building and district staff. Expected Outcome: As a result of this professional development school and district staff will learn strategies and engage in activities to increase Family Engagement at the building/classroom level to improve outcomes for students. ***CTLE Credit will be awarded***
Virtual
10/11/2023
9:00 AM to 11:00 AM
Least Restrictive Environment Module 3: IEP Development and the Continuum of Services
Spaces Remaining: 33
The LRE , Module 3: IEP Development and Continuum of Services is the third of six modules to deepen the understanding and implementation of the principle of LRE. Participants will leave this training with a better understanding of the issues around the LRE. Each module in the series will build toward an action plan to support the district in increasing the amount of time students with disabilities spend in general education environments. This training is intended for administrators, teachers, psychologists, guidance counselors and social workers.
Virtual- Microsoft Teams Webinar
10/11/2023
10:00 AM to 11:30 AM
Intensive Behavior Supports Part I
Spaces Remaining: 30
The Intense Behavior Supports sessions will be conducted in 2 parts. Part 1 will provide an overview of the behavior basics so that participants can better understand the underlying functions of behavior, including how behavior can be a stress response. It is important to have a shared understanding of behavior so that teams can create appropriate support for their students. Participants will learn intense intervention strategies and identify how and when to implement them.
Microsoft Teams Webinar
10/11/2023
10:00 AM to 12:00 PM
Introduction to Culturally Responsive-Sustaining Education | Part 2 | Virtual training | Manhattan RPC
Spaces Remaining: 44
'Explore foundational elements of culture and Culturally Responsive Education Reflect on personal culture & experiences. Become familiar with the NYSED Culturally Responsive-Sustaining Education Framework. Reflect on the ways practices & approaches outlined in the NYSED CRSE Framework are present within your Educational Organization (EO) '
Virtual
10/12/2023
8:30 AM to 2:30 PM
Part 1 of 2: The Language of Classroom Management: Promoting Positive Teacher-Student Interaction and Relationships | Staten Island RPC
Spaces Remaining: 47
This 2-day training (10/12/23 & 11/14/23) is designed for PreK -12th grade educators who would like to improve their classroom management skills by building relationships with their students and utilizing a variety of strategies to prevent, teach, and respond to behavior. Strategies include: 1) arranging the physical environment, 2) defining, teaching, and acknowledging expectations and rules, 3) defining and teaching classroom procedures and routines, 4) active supervision, 5) behavior specific praise, 6) response strategies for inappropriate behavior, 7) class-wide group contingencies, 8) multiple opportunities to respond. **MUST attend BOTH days**
TBD
10/12/2023
9:00 AM to 12:00 PM
'Using the FBA/BIP Process to Support Students Needing Intensive Intervention | VIRTUAL | THREE-PART SERIES '
Spaces Remaining: 69
'This multi-part series designed for school-level teams, special and general education teachers, school psychologists, social workers, paraprofessionals, and related service providers will provide the theoretical foundation on Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs). Participants will also develop concrete skills to complete FBAs and create effective behavior intervention plans to improve attendance, promote academic success, and reduce suspension rates. Participants registered for this training series agree to attend ALL meeting dates: 10/12/2023 10/19/2023 10/26/2023'
Virtual
10/12/2023
9:00 AM to 3:00 PM
Using the FBA/BIP Process to Support Students Needing Intensive Interventions- Session 1/3 | In Person Training | Manhattan RPC
Event is Full
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This three-session professional learning series will help participants build fluency with the science of behavior, which provides the theoretical foundation on which Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) are based. Participants will acquire the skills necessary to conduct an FBA, and create, implement, and progress monitor a BIP. The training will ensure that these skills are align with the New York State Education Department P-12: Office of Special Education regulations, and New York City Chancellor's Regulations. *PLEASE BE ADVISED, registration and attendance in all three sessions of this professional learning series is strongly recommended. Sessions 1 and 2 are IN PERSON (333 7th Ave, New York, NY- Room 1207), and session 3 is VIRTUAL*
333 7th ave Room 1207
10/12/2023
12:00 PM to 3:00 PM
The Language of Classroom Management: Promoting Positive Teacher-Student Interactions and Relationships. : This is a 3-session Live Virtual training
Spaces Remaining: 42
***NOTE: Participants are expected to attend ALL sessions *** Part 2: October 19, 2023, & Part 3: October 26, 2023 Effective classroom management is a precursor to successful academic instruction in the classroom. This professional learning series will explore evidence-based, instructionally-oriented interventions, practices, and strategies for effective behavior management within a multi-tiered support system (MTSS). The focus will be on universal (Tier 1) procedures that can be used to establish a positive and engaging classroom environment. Participants will learn behavior management strategies focusing on prevention, explicit instruction of behavior and social-emotional learning, and ways to effectively reinforce positive behaviors and respond to unwanted behaviors. In this three-session series, we will present the following classroom management strategies: Session 1: • Introduction to Behavior Basics • Arranging the physical • Defining, teaching, and acknowledging expectations and rules Session 2: • Defining and teaching classroom procedures and routines. • Active supervision • Providing behavior-specific praise Session 3: • Response Strategies for inappropriate behavior • Class-wide group contingencies • Multiple opportunities to respond Intended Audience: General and Special Education Teachers, Paraprofessionals, and Administrators. Designed for PreK-12th grade educators who want more information on positive behavior support– classroom management strategies.
Virtual
10/13/2023
10:00 AM to 11:30 AM
Define and Describe Specially Designed Instruction- Virtual Live Training/ Manhattan RPC
Spaces Remaining: 46
'Learning Objectives: -Participants will define and describe Specially Designed Instruction. -Participant will analyze participant packet and utilize helpful resources. (NYSED Guidance Document, Student and Classroom Summary sheet) SDI/Description: The Next Steps with Specially Designed Instruction professional development training package is the second in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This advanced level training is intended participants’ knowledge of specially designed instruction and how SDI should be designed and developed based on individual student need to address their learning barriers. Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on individual student needs and characteristics. '
Virtual
10/13/2023
10:00 AM to 11:30 AM
Intensive Behavior Supports Part II
Spaces Remaining: 77
Part 2 will build on information from part 1. Adults play an important role in supporting students when they are feeling distressed. Participants will learn the basics of co-regulation and the importance of the adult's role in supporting students with emotional regulation. Participants will review and practice active listening skills so they can better help students when they are faced with stress.
Microsoft Teams Webinar
10/13/2023
1:00 PM to 3:00 PM
Phonological Awareness: Establishing Foundations for Reading Success
Spaces Remaining: 40
The purpose of this training is to help participants gain a greater understanding of the Science of Reading; specifically, what phonological awareness is and how crucial this skill set is to the foundation of reading success. Participants will explore what skills to teach when, and how to teach these skills for students to master phonological awareness. The training will also provide context for the importance of using assessments to improve the effectiveness of phonological instruction for students. To overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading.
Virtual
10/16/2023
10:00 AM to 11:30 AM
Intensive Behavior Supports Part I
Spaces Remaining: 111
The Intense Behavior Supports sessions will be conducted in 2 parts. Part 1 will provide an overview of the behavior basics so that participants can better understand the underlying functions of behavior, including how behavior can be a stress response. It is important to have a shared understanding of behavior so that teams can create appropriate support for their students. Participants will learn intense intervention strategies and identify how and when to implement them.
Microsoft Teams Webinar
10/16/2023
1:00 PM to 3:00 PM
LIT | Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning | Part 1 | In-Person | Brooklyn
Spaces Remaining: 44
**In-Person for District 17, Location TBA** This explicit instruction training package is intended to support participants’ knowledge of explicit instruction and teachers’ abilities to effectively implement explicit instruction. Explicit instruction is a high leverage practice that has proven to be effective for special education students. Research has shown higher achievement results for students with disabilities in both reading and math after receiving explicit instruction. '
10/16/2023
2:00 PM to 3:30 PM
Transition in the IEP
Spaces Remaining: 25
The purpose of Transition in the IEP is to gain an in-depth understanding of the transition planning process and the components within a transition IEP.
Virtual- Microsoft Teams Webinar
10/17/2023
9:00 AM to 10:00 AM
Creating Welcoming and Affirming Environments
Spaces Remaining: 38
'Creating Welcoming and Affirming Learning Environments is one of four high leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. When students feel like they belong at school, they have fewer absences, fewer disciplinary infractions, higher graduation rates, as well as increased engagement, self-esteem, and attitudes. ??Students with disabilities and students of different cultural backgrounds are less likely to feel like they have a positive relationship with their teacher and that their identities and abilities are valued and affirmed in school. '
Virtual- Microsoft Teams Webinar
10/17/2023
9:00 AM to 12:00 PM
Transition Assessments | Staten Island RPC
Spaces Remaining: 45
This training provides an overview of career development theory and the law and regulations requiring transition assessment. A variety of assessments related to each of the measurable postsecondary goal areas of Employment/Training, and Independent Living to assist students in developing increased self-awareness and career paths will be explored Participants will: -Identify what transition is and why it’s important -Learn basic career development theory -Identify New York state (NYS) regulations related to transition assessment -Identify assessments with ample validity and reliability evidence Participants will explore: -Assessments for education and training -Self-Awareness and Career awareness -Assessments that generalize across areas -Assessments for students would want to attend college -Assessments for students who want to immediately enter the workforce -Assessments for employment -Employment assessment apps -Assessments for independent living
Virtual -Staten Island-District 31
10/17/2023
10:00 AM to 12:00 PM
LIT-Universal Screening: Best Practices in Screening for Academic Deficits Part 2 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 29
The purpose of this training is to provide participants with an overview of what universal screening is and how to adopt this practice in their schools. At the conclusion of this training, participants should be able to: 1. Define universal screening 2. Describe the purpose of universal screening 3. Describe the features of a high-quality universal screening measure 4. Identify tools to guide them in selecting a universal screening measure 5. Describe ways in which data from a universal screening measure can be used
Virtual
10/17/2023
10:30 AM to 12:30 PM
SDI | Specially Designed Instruction for Administrators | In-Person | Brooklyn
Spaces Remaining: 49
'The Next Steps with Specially Designed Instruction professional development training package is the second in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This advanced level training is intended to further develop participants’ knowledge of specially designed instruction and how SDI should be designed and developed based on individual student need to address learning barriers. Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on individual student needs and characteristics. • Participants will be able define and describe specially designed instruction. • Participants will be able to identify what instructional strategies may work to close gaps based on different characteristics of each student. • Participants will be able to examine what SDI might look like in the classroom. • Participants will examine the elements of the IEP and recognize how and where SDI for the student should be included in the IEP. • Participants will be able to apply their knowledge of SDI to complete student summary sheets and write comprehensive IEPs. Case studies and activities will be used throughout the workshop so that participants can apply this knowledge to their work with students with disabilities. All case studies and the sample student IEP have intentionally been written to be gender neutral, using only student initials, in an effort to remove any pre-conceived determinations about the student and to focus solely on the strengths and needs presented when designed appropriate SDI. '
10/17/2023
11:00 AM to 1:00 PM
Student Directed Individualized Education Program (IEP) for Professionals - Four-Part Series: Part 2 | Virtual Training | Manhattan RPC
Spaces Remaining: 48
Participants in this series will be part of a think tank with like-minded educators. Self-determination and its benefits provide the foundation for the ideas and resources shared to support students with disabilities at all grade levels to increase their participation in IEP development, implementation, and CSE participation
Virtual
10/17/2023
12:30 PM to 2:30 PM
SET - Leading the IEP Process | The Foundations | Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 45
This module addresses the IEP Process as delineated in education laws and regulations. Participants will become familiar with the role of the District Representative and IEP team and will develop practices that encourage parental participation and cultivate home-school partnerships. Participants will be exposed to strategies necessary in making high quality decisions that will result in an IEP that meets State requirements and will result in educational benefit to the student. Intended Audience: Special Education Teachers, Unit Coordinators, School Psychologists, CSE staff, Administrators of Special Education, Assistant Principals, Principals, and other staff that may serve as the IEP Team’s District Representative.
Virtual
10/17/2023
1:00 PM to 3:00 PM
CRE | Creating Welcoming and Affirming Learning Environments | Part 1 | In-Person BKSHS | Brooklyn
Spaces Remaining: 47
'** IN PERSON FOR BKSHS, LOCATION TBA** Creating Welcoming and Affirming Learning Environments is one of four high leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. When students feel like they belong at school, they have fewer absences, fewer disciplinary infractions, higher graduation rates, as well as increased engagement, self-esteem, and attitudes. Students with disabilities and students of different cultural backgrounds are less likely to feel like they have a positive relationship with their teacher and that their identities and abilities are valued and affirmed in school. By the end of this training, participants will: ? Understand how a welcoming and affirming learning environment improves student outcomes ? Better understand their own identities and how those identities shape their relationships and experiences ? Develop strategies for creating a welcoming and affirming learning environment ? Identify 2-3 next steps for ongoing professional learning This training is designed to be approximately 3 hours in length. Alternatively, it can be broken up into 2 modules depending on facilitator preference or availability of participants. '
10/17/2023
2:00 PM to 4:00 PM
Classroom Management PLO Modules 4-6
Spaces Remaining: 296
This 2-day or multiple module training package is designed for Pre K-12th grade educators who would like more information on positive behavior support– classroom management strategies including: 1) arranging the physical environment, 2) defining, teaching, and acknowledging expectations and rules, 3) defining and teaching classroom procedures and routines, 4) active supervision, 5) behavior specific praise, 6) response strategies for inappropriate behavior, 7) class-wide group contingencies, 8) multiple opportunities to respond
Virtual
10/18/2023
12:15 PM to 3:15 PM
Overview of Specially Designed Instruction | Staten Island RPC
Spaces Remaining: 47
This introductory training is intended to develop participants’ working knowledge of the components of SDI, the rationale for using SDI, using SDI alongside other instructional strategies, and selecting appropriate SDI based upon student needs and characteristics.
Virtual -Staten Island-District 31
10/19/2023
10:00 AM to 11:30 AM
Intensive Behavior Supports Part II
Spaces Remaining: 96
Part 2 will build on information from part 1. Adults play an important role in supporting students when they are feeling distressed. Participants will learn the basics of co-regulation and the importance of the adult's role in supporting students with emotional regulation. Participants will review and practice active listening skills so they can better help students when they are faced with stress.
Microsoft Teams Webinar
10/19/2023
10:00 AM to 12:00 PM
SET | Creating the IEP | Part 1 | Virtual Training | Brooklyn RPC
Spaces Remaining: 192
Participants will develop their understanding of the components of a quality IEP designed to provide students with disabilities access to the general education curriculum. - Participants will develop and begin implementation of a quality IEP with effective SDI resulting in positive outcomes for students with disabilities and effective collaboration with the general education teachers.'
Virtual
10/20/2023
9:00 AM to 10:30 AM
Transition Assessment Four-Part Series, Part I Manhattan RPC
Spaces Remaining: 48
This training provides an overview of career development theory and the law and regulations requiring transition assessment. A variety of assessments related to each of the measurable postsecondary goal areas of Employment/Training, and Independent Living to assist students in developing increased self-awareness and career paths will be explored.
Virtual
10/26/2023
8:30 AM to 2:30 PM
Function Based Thinking (FBT): Applying a Proactive Process to Support Student Behavior in the Classroom/ In-Person Training / Bronx Regional Partnership Center
Spaces Remaining: 28
The Function-Based Thinking training offers an overview of challenging behaviors, the behavior pathway, and the function-based thinking process. Function-based thinking is a Tier 1 support that can be used for all students, which requires teachers to informally gather data on student behavior, analyze the behavioral data, and use the behavior pathway to determine the function of the behavior and to match interventions to the function of the student’s behavior.
1 Fordham Plaza Room 853
10/26/2023
9:00 AM to 1:00 PM
Foundations of Effective Reading Instruction: Understanding the Science of Reading | Staten Island RPC
Spaces Remaining: 43
In this training, participants will gain a greater understanding of what the science of reading has determined to be the foundational skills needed in order to become a proficient reader. Participants will explore current instructional practices in reading and the impact it has on reading proficiency scores. The training will also provide context for the importance of equity in reading instruction. Participants will list the skills that are essential for proficient reading and how to best teach those skills. They will also learn how to leverage key instructional areas to develop literacy proficiency. Participants will walk away with research-based instructional methods for their teaching toolbox!
Virtual -Staten Island-District 31
10/26/2023
9:00 AM to 3:00 PM
Using the FBA/BIP Process to Support Students Needing Intensive Interventions, Session 2/3 | In Person Training | Manhattan RPC
Spaces Remaining: 4
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This three-session professional learning series will help participants build fluency with the science of behavior, which provides the theoretical foundation on which Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) are based. Participants will acquire the skills necessary to conduct an FBA, and create, implement, and progress monitor a BIP. The training will ensure that these skills are align with the New York State Education Department P-12: Office of Special Education regulations, and New York City Chancellor's Regulations. *PLEASE BE ADVISED, registration and attendance in all three sessions of this professional learning series is strongly recommended. Sessions 1 and 2 are IN PERSON (333 7th Ave, New York, NY- Room 1207), and session 3 is VIRTUAL*
333 7th ave Room 1207
10/27/2023
9:00 AM to 3:00 PM
Fundamentals of Equity: Exploring Equity and Cultural Responsiveness | Staten Island RPC
Spaces Remaining: 44
This professional learning is designed to build a foundational understanding of equity and cultural responsiveness. Overall, the aim is to ensure that participants establish a common vocabulary while beginning to interrogate their personal, professional, and institutional capacity within these two areas.
Virtual -Staten Island-District 31
10/27/2023
1:00 PM to 2:30 PM
'The Five Essential Components of Explicit Instruction -Part 1 of 2 (Segmenting Complex Skills) Manhattan/RPC '
Spaces Remaining: 48
'Participants will define and describe the five essential practices and other common elements of explicit instruction. This explicit instruction training is intended to support participants’ knowledge of explicit instruction and teachers’ abilities to effectively implement explicit instructional strategies for students’ in their classroom. Explicit instruction is high leverage and an evidence-based practice that has proven to be effective for all students especially for students with disabilities. Research has shown higher achievement results for students with disabilities in both reading, math and all content areas. Intended Audience: Special education teachers, general education teachers, coaches, instructional support staff, administrators '
Virtual
10/31/2023
10:00 AM to 12:00 PM
LIT-Foundations of Effective Reading Instruction: Understanding the Science of Reading Part 1 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this training is to help participants gain a greater understanding of what the Science of Reading has determined to be the foundational skills that are needed in order to become a proficient reader. Participants will explore current instructional practices in reading and the impact it has on reading proficiency. The training will also provide context for the importance of effective reading instruction and the impact that it has on equity for all students. In order to overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading. We will take a look at some ineffective practices and why those may not be working, in order to realign our thinking and pedagogy to what is research-based and effective.
Virtual
November
11/3/2023
9:00 AM to 12:00 PM
Best Practice in Academic Progress Monitoring
Spaces Remaining: 27
The purpose of this 3-day training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring.
Virtual- Microsoft Teams Webinar
11/3/2023
10:00 AM to 11:30 AM
'Analyzing Case Studies for students with Learning, Speech and Language Disabilities/Virtual Live Training/Manhattan RPC '
Spaces Remaining: 49
'Participants will identify what instructional strategies for Learning and Speech and language disabilities that will help close the gaps based on the different characteristics of each unique student. Intended Audience: The Next Steps with Specially Designed Instruction package should be delivered to: Special Education Teachers, CSE teams, General Education teachers who work with students with disabilities and any others interested in furthering their knowledge on specially designed instruction. The training is most applicable to those who will be engaging directly in designing, developing and delivering specially designed instruction to students with disabilities '
Virtual
11/3/2023
1:00 PM to 2:30 PM
'The Five Essential Components of Explicit Instruction (Part 2) “Lesson planning”
Spaces Remaining: 49
'-Participants will define and describe the five essential practices and other common elements of explicit instruction. -Participants will explore resources designed to support effective explicit instruction implementation. This explicit instruction training is intended to support participants’ knowledge of explicit instruction and teachers’ abilities to effectively implement explicit instructional strategies for students’ in their classroom. Explicit instruction is high leverage and an evidence-based practice that has proven to be effective for all students especially for students with disabilities. Research has shown higher achievement results for students with disabilities in both reading, math and all content areas. Intended Audience: Special education teachers, general education teachers, coaches, instructional support staff, administrators '
Virtual
11/7/2023
9:00 AM to 10:00 AM
Introduction to Culturally Responsive Sustaining Education
Spaces Remaining: 45
This package is intended to introduce participants to foundational elements of cultural responsiveness and explore the New York State Culturally Responsive-Sustaining Education Framework. In doing so, it is meant to facilitate connections between Cultural Responsiveness and meeting the needs of students with disabilities, while also providing an opportunity for critical reflection on the extent to which culturally responsive practices are present within their Educational Organization(s).
Virtual- Microsoft Teams Webinar
11/7/2023
9:00 AM to 11:00 AM
Least Restrictive Environment Module 4: High-Quality Inclusive Services and Infrastructure Considerations
Spaces Remaining: 35
The Least Restrictive Environment (LRE) Module 4: High-Quality Inclusive Services and Infrastructure Considerations is the fourth of six modules to deepen the understanding and implementation of the principle of LRE. Participants will leave this training with a better understanding of the inclusive instruction and infrastructure considerations around the LRE. Each module in the series will help support the district in increasing the amount of time students with disabilities spend in general education environments. This training is intended for administrators, teachers, psychologists, guidance counselors and social workers.
Virtual- Microsoft Teams Webinar
11/7/2023
9:00 AM to 3:00 PM
Using the FBA/BIP Process to Support Students Needing Intensive Interventions, Session 3/3 | VIRTUAL Training | Manhattan RPC
Spaces Remaining: 128
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This three-session professional learning series will help participants build fluency with the science of behavior, which provides the theoretical foundation on which Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) are based. Participants will acquire the skills necessary to conduct an FBA, and create, implement, and progress monitor a BIP. The training will ensure that these skills are align with the New York State Education Department P-12: Office of Special Education regulations, and New York City Chancellor's Regulations. *PLEASE BE ADVISED, registration and attendance in all three sessions of this professional learning series is strongly recommended. Sessions 1 and 2 are IN PERSON (333 7th Ave, New York, NY- Room 1207), and session 3 is VIRTUAL*
Virtual
11/7/2023
10:00 AM to 12:00 PM
Function Based Thinking: Applying a Proactive Process to Support Student Behavior in the Classroom | VIRTUAL TRAINING | Brooklyn
Spaces Remaining: 200
'This training designed for K-12 educators, including general and special education teachers, related service providers, and school/district administrators, will offer an overview description of challenging behaviors, the behavior pathway, and the function-based thinking process. Participants will be able to describe challenging behaviors, understand the behavior pathway and use it to determine the function of behaviors, and use the function-based thinking process to prevent or extinguish unwanted behaviors by selecting intervention measures that meet the function of the behavior.'
Virtual
11/7/2023
10:00 AM to 12:00 PM
Fundamentals of Equity: Exploring Equity and Cultural Responsiveness | Virtual | Manhattan RPC
Spaces Remaining: 99
'Participants will have a foundational understanding of equity and cultural responsiveness. Overall, the aim is to ensure that participants establish a common vocabulary while beginning to interrogate their personal, professional, and institutional capacity within these two areas.'
Virtual
11/7/2023
10:00 AM to 12:00 PM
LIT-Foundations of Effective Reading Instruction: Understanding the Science of Reading Part 2 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this training is to help participants gain a greater understanding of what the Science of Reading has determined to be the foundational skills that are needed in order to become a proficient reader. Participants will explore current instructional practices in reading and the impact it has on reading proficiency. The training will also provide context for the importance of effective reading instruction and the impact that it has on equity for all students. In order to overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading. We will take a look at some ineffective practices and why those may not be working, in order to realign our thinking and pedagogy to what is research-based and effective.
Virtual
11/7/2023
11:00 AM to 1:00 PM
Transition in the IEP
Spaces Remaining: 98
The purpose of Transition in the IEP is to gain an in-depth understanding of the transition planning process and the components within a transition IEP.
Virtual- Microsoft Teams Webinar
11/7/2023
12:00 PM to 2:30 PM
SET - Testing Accommodations for Students with Disabilities| Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 95
This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP). Participants will know the purpose of test accommodations, define test accommodations, understand their role in supporting a student with their test accommodations, and recognize that instructional accommodations used in the classroom should be aligned with the testing accommodations provided during assessment.
Virtual
11/7/2023
12:00 PM to 2:00 PM
TRANS | Transition Planning for Life After High School | Part 1 | Virtual | Brooklyn
Spaces Remaining: 193
'The goals of this training are to ensure that guardians, family members, and students can work with their Committee on Special Education (CSE) to collaboratively: • Assess their child's strengths, interests, and needs; • Establish measurable postsecondary goals and annual goals; and • Identify appropriate transition services and coordinated activities.'
Virtual
11/7/2023
1:00 PM to 3:00 PM
Classroom Management Modules 7-9
Spaces Remaining: 297
This 2-day or multiple module training package is designed for Pre K-12th grade educators who would like more information on positive behavior support– classroom management strategies including: 1) arranging the physical environment, 2) defining, teaching, and acknowledging expectations and rules, 3) defining and teaching classroom procedures and routines, 4) active supervision, 5) behavior specific praise, 6) response strategies for inappropriate behavior, 7) class-wide group contingencies, 8) multiple opportunities to respond.
Virtual
11/9/2023
12:00 PM to 2:30 PM
Integrating Trauma-Sensitivity within a Positive Behavior Interventions and Supports (PBIS) Framework / 2-Session Virtual Training / Bronx RPC
Spaces Remaining: 47
***NOTE: This is a 2-session virtual training, participants are expected to attend ALL sessions. *** This professional learning series will be presented in two parts (2 days). 9/15/22 and 9/22/22. The training examines the ways in which a public health crisis, school crisis and/or types of civic unrest may be significant sources of stress and/or trauma for the students whom we support. Additionally, the training explores the biological, cognitive, emotional and behavioral effects of trauma on student development and the ways they in turn affect a student’s academic and behavioral functioning in the classroom. Participants will engage in content that explains how to use the data, systems, and practices components of a multi-tiered systems approach to behavior to provide differentiated evidence-based supports. Throughout this training participants will explore and determine if their school-wide Tier 1 practices reflect a trauma-sensitive approach to responding to student behavior. As a result of this training, participants will gain an understanding of what trauma is and how it affects learning. They will be able to apply several strategies to help build their school's trauma-sensitive support system. Participants will learn how district and school leaders can incorporate trauma-sensitive practices within a Positive Behavioral Interventions and Supports (PBIS) framework which ensures that trauma practices can be integrated into a system that links these efforts to student outcomes. Intended Audience: Administrators, Teachers, Special educational teachers, Support staff. In order to receive full CLTE credits, all registrants MUST attend both sessions.
Virtual
11/10/2023
1:00 PM to 3:00 PM
Identifying and Intensifying Intervention: What to Do and How to Do it, Manhattan RPC
Spaces Remaining: 41
'At the conclusion of this session: • Participants will be able to identify and differentiate between skill-based, fluency-based, and performance-based interventions • Participants will learn when each of these approaches is appropriate, given the nature of the observed problem. • Participants will learn how to adjust the intensity of intervention to the learner as a response to instruction '
Virtual
11/14/2023
8:30 AM to 2:30 PM
Part 2 of 2: The Language of Classroom Management: Promoting Positive Teacher-Student Interaction and Relationships | Staten Island RPC
Spaces Remaining: 48
This training is Part 2 of a 2 day training (10/12/23 & 11/14/23) that is designed for PreK -12th grade educators who would like to improve their classroom management skills by building relationships with their students and utilizing a variety of strategies to prevent, teach, and respond to behavior. Strategies include: 1) arranging the physical environment, 2) defining, teaching, and acknowledging expectations and rules, 3) defining and teaching classroom procedures and routines, 4) active supervision, 5) behavior specific praise, 6) response strategies for inappropriate behavior, 7) class-wide group contingencies, 8) multiple opportunities to respond. **MUST attend BOTH days**
TBD
11/14/2023
10:00 AM to 12:00 PM
LIT-Co-Teaching: A Comprehensive Approach Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 29
The purpose of this training is to help participants gain a foundational understanding of co-teaching as a service delivery model and the six models used to implement it. In New York State the co-teaching model is most often associated with the special education service integrated co-teaching. This model will be covered as well as the use of the co-teaching model among other service providers (e.g. English as a New Language [ENL] teachers, speech-language pathologists, etc.). Variations for use of the models will also be discussed throughout the training.
Virtual
11/15/2023
12:00 PM to 3:00 PM
Phonological Awareness: Establishing the Foundations for Reading Success | Staten Island RPC
Spaces Remaining: 47
The Phonological Awareness: Establishing the Foundations for Reading Success training dives deeper into one of the key instructional areas of reading: phonological awareness. Participants will learn what phonological awareness is, what reading science can teach us about the critical phonological skills that students need to learn, and how best to teach these skills to support overall reading development. Additionally, information about how to use assessment to optimize student instruction in this area will be provided. The training will provide context for the importance of high-quality phonological awareness instruction to issues of equity, legal responsibilities around providing instruction aligned with the science of reading, and how to support students with diverse learning needs. Participants will be able to: Describe the legal and ethical importance of providing scientific research-based instruction in phonological awareness Define phonological awareness and describe why it is important to overall reading development Explain when and how to teach phonological awareness according to our current knowledge of the science of reading Identify ways in which classroom assessments can be used to improve phonological awareness instruction and student outcomes Describe ways in which students with diverse backgrounds and learning needs can be provided with individualized phonological awareness support
Virtual -Staten Island-District 31
11/15/2023
12:15 PM to 3:00 PM
Introduction to Culturally Responsive-Sustaining Education | Staten Island RPC
Spaces Remaining: 50
This PL is intended to introduce participants to foundational elements of cultural responsiveness and explore the New York State Culturally Responsive-Sustaining Education Framework. In doing so, it is meant to facilitate connections between Cultural Responsiveness and meeting the needs of students with disabilities, while also providing an opportunity for critical reflection on the extent to which culturally responsive practices are present within their Educational Organization(s). · Explore foundational elements of culture and Culturally Responsive Education · Reflect on personal culture & experiences · Become familiar with the NYSED Culturally Responsive-Sustaining Education Framework · Reflect on the ways practices & approaches outlined in the NYSED CRSE Framework are present within your Educational Organization (EO)
Virtual -Staten Island-District 31
11/15/2023
12:15 PM to 3:00 PM
Next Steps for Specially Designed Instruction | Staten Island RPC
Spaces Remaining: 46
This advanced level training is intended to further develop participants’ knowledge of specially designed instruction and how SDI should be designed and developed based on individual student need. Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on individual student needs and characteristics.
Virtual -Staten Island-District 31
11/16/2023
9:00 AM to 12:00 PM
Best Practices in Academic Progress Monitoring/Module 1/Virtual Training/Brooklyn
Spaces Remaining: 48
The purpose of this 2-day training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenters.
Virtual
11/16/2023
10:00 AM to 12:00 PM
CRE | Fostering High Expectations for Rigorous Instruction | Part 1 | Virtual | Brooklyn
Spaces Remaining: 196
'Fostering High Expectations and Rigorous Instruction is one of four high-leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. Research shows that teachers’ expectations of students can influence their academic achievement and behavior. Teachers are more likely to underestimate students with disabilities, students from low-income families, English Language Learners, and Black, Latinx, and Native American students. By the end of this training, participants will: Understand how high expectations and rigorous instruction can improve student outcomes Reflect on cultural background and identities, and how those identities may influence teacher expectations Develop strategies for fostering high expectations and rigorous instruction Identify 2-3 next steps for ongoing professional learning '
Virtual
11/16/2023
12:00 PM to 3:00 PM
Testing Accommodations for Students with Disabilities | Staten Island RPC
Spaces Remaining: 46
This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP).
Virtual -Staten Island-District 31
11/17/2023
9:00 AM to 10:30 AM
Transition Assessment Four-Part Series| Part II | Virtual Training | Manhattan RPC
Spaces Remaining: 49
This training provides an overview of career development theory and the law and regulations requiring transition assessment. A variety of assessments related to each of the measurable postsecondary goal areas of Employment/Training, and Independent Living to assist students in developing increased self-awareness and career paths will be explored.
Virtual
11/17/2023
10:00 AM to 12:00 PM
SDI | Overview of Specially Designed Instruction | Virtual Training
Spaces Remaining: 196
The Overview of Specially Designed Instruction professional development training package is the first in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This introductory training is intended to develop participants’ working knowledge of the components of SDI, the rationale for using SDI, using SDI alongside other instructional strategies, and selecting appropriate SDI based upon student needs and characteristics. This package is primarily designed to be delivered as a 2 day in-person training; however, the training is structured to allow for optional presentation across multiple days as well as online delivery based upon EO scheduling requirements.
Virtual
11/21/2023
10:00 AM to 12:00 PM
LIT-Identifying and Intensifying Intervention: What to Do and How to Do It Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 28
• Participants will be able to identify and differentiate between skill-based, fluency-based, and performance-based interventions • Participants will learn when each of these approaches is appropriate, given the nature of the observed problem. • Participants will learn how to titrate the intensity of intervention to the learner as a response to instruction
Virtual
11/21/2023
11:00 AM to 1:00 PM
Student Directed Individualized Education Program (IEP) for Professionals - Four-Part Series: Part 3 | Virtual Training | Manhattan RPC
Spaces Remaining: 50
Participants in this series will be part of a think tank with like-minded educators. Self-determination and its benefits provide the foundation for the ideas and resources shared to support students with disabilities at all grade levels to increase their participation in IEP development, implementation, and CSE participation.
Virtual
11/22/2023
8:30 AM to 2:30 PM
Introduction to the Behavior Pathway & Using the Competing Behavior Pathway to Identify Interventions | In-Person Training | Bronx Regional Partnership Center
Spaces Remaining: 28
Introduction to the Behavior Pathway & Using the Competing Behavior Pathway to Identify Interventions Location: One Fordham Plaza Bronx, NY 10458 To accurately observe and understand a child’s challenging behavior and what environmental factors are triggering and maintaining it, school providers and educators need to understand how to utilize the Behavior Pathway. Within the continuum of Multi-Tiered System of Supports (MTSS), the Behavior Pathway is used as an intensive Tier-3 evidenced-based practice and tool. This training will enable you to define a child’s problem behavior so that any school provider who works with that child can clearly observe and measure that behavior. Participants will also learn how to observe and figure out what environmental factors are triggering, maintaining and/or reinforcing the problem behavior and, to understand what is motivating the child to continue performing that behavior. In the second half of this training, we will build upon the Behavior Pathway by completing the Competing Behavior Pathway tool. This tool helps educators and school providers to identify and develop function-based Prevent-Teach-Reinforce (PTR) intervention strategies for children in need of Tier-3 intensive behavioral support interventions. Additionally, we will continue discussing function-based Prevention and Reinforce/Consequence strategies and, the importance of the contextual fit of these interventions. It takes a team approach to develop and implement a PTR plan and to ensure that it will be implemented with fidelity. ***CTLE Credit will be awarded***
1 Fordham Plaza, Room 820
11/27/2023
1:30 PM to 3:30 PM
Next Steps in Specially Designed Instruction
Spaces Remaining: 49
The Next Steps?with?Specially Designed Instruction professional development is the second in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This?advanced?level training is intended to?further?develop participants’ knowledge of?specially designed instruction?and how SDI?should?be designed and developed based on individual student need to?address their learning?barriers.??Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on?individual?student needs and characteristics. Targeted Audience(s): Special Education Teachers,?CSE teams, General Education teachers who work with students with disabilities and any others interested in?furthering their knowledge on specially designed instruction. The training is most applicable to those who will be engaging directly in?designing, developing and delivering specially designed instruction to students with disabilities.?? teachers, General education teachers, administrators, and other educational professionals providing instruction to students with disabilities.
Virtual- Microsoft Teams Webinar
11/28/2023
10:00 AM to 12:00 PM
LIT-Best Practices in Academic Progress Monitoring Introduction Part 1 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this 4 part training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenters. At the conclusion of this training, participants should be able to: 1. Describe the purpose of progress monitoring 2. Define progress monitoring 3. Identify the steps for implementing progress monitoring at the individual student level
Virtual
11/28/2023
1:00 PM to 3:00 PM
CRE | Values, Equity, and Cultural Responsiveness | Part 1 | In-Person BKSHS | Brooklyn
Spaces Remaining: 47
'** In-Person for BKSHS, location TBA** This training package contains materials that explore values as an element of culture. Educators and Educational Organizations will be asked to reflect on their values and to consider the connection between values, equity and the provision of services for students with disabilities. The package also contains tools for exploring values with students and families to foster cross cultural exchanges between families and Educational Organizations. '
11/30/2023
9:30 AM to 12:00 PM
Developmentally Appropriate Practice (DAP) for Preschool Students | Virtual Training | Manhattan RPC
Spaces Remaining: 97
Intended Audience: Preschool Educators including General Education Teachers, Special Education Teachers, Administrators, Assistants, Aides, Paraprofessionals, Social Workers, Psychologists, and Related Service Providers Developmentally appropriate teachers are intentional in everything they do; activities are selected to meet goals and instruction is differentiated to meet the needs of all learners. This professional learning session is designed to help educators establish learning environments that are developmentally appropriate for preschool students with diverse needs and backgrounds. Developmentally Appropriate Practice (DAP) involves knowledge of 1) age appropriateness or typical development, 2) research findings related to how children in this age group learn best, 3) individual development (recognizing that each child develops uniquely and has individual strengths and needs) and 4) cultural context (providing meaningful, relevant, and respectful learning experiences for each child and family). By the end of this training, participants will be able to: identify the three core considerations of Developmentally Appropriate Practice (DAP), identify typical developmental milestones for three-, four-, and five-year-old children, identify six key guidelines for setting up a developmentally appropriate preschool classroom system, and identify practices/actions that can be introduced and modified for individual settings to ensure classrooms are developmentally appropriate.
Virtual
December
12/4/2023
1:00 PM to 3:00 PM
LIT | Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning | Part 1 | In-Person for D19 | Brooklyn
Spaces Remaining: 50
'**In-Person for District 19, Location TBA** This explicit instruction training package is intended to support participants’ knowledge of explicit instruction and teachers’ abilities to effectively implement explicit instruction. Explicit instruction is a high leverage practice that has proven to be effective for special education students. Research has shown higher achievement results for students with disabilities in both reading and math after receiving explicit instruction. ''
12/5/2023
8:30 AM to 2:30 PM
Day 1: Using the FBA/BIP Process to Support Students Needing Intensive Intervention 3-Day (12/5, 12/7, 12/12 2023) | Staten Island RPC
Spaces Remaining: 44
Day 1 (12/5/2023) Part 1: Understanding the Behavior Pathway Build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway) Part 2: Conducting the Functional Behavior Assessment Understand and develop the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP Day 2 (12/7/2023) Part 3: Using the Competing Behavior Pathway to Develop the Behavior Intervention Plan Identify interventions based upon the Competing Behavior Pathway Day 3 (12/12/2023) Part 4: Implementation and Progress Monitoring of the Behavior Intervention Plan Develop the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan with regard to changes in both the problem and replacement/desired behaviors. **Must attend all 3days to receive CTLE credit**
12/5/2023
9:00 AM to 3:00 PM
Understanding the FBA/BIP Process- Session 1
Spaces Remaining: 92
A four-part series on understanding the FBA, BIP and PM process as it relates to the NYS part 200 regulations. Part 1: Understanding the Behavior Pathway Build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway) Part 2: Conducting the Functional Behavior Assessment Understand and develop the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP Part 3: Using the Competing Behavior Pathway to Develop the Behavior Intervention Plan Identify interventions based upon the Competing Behavior Pathway Part 4: Implementation and Progress Monitoring of the Behavior Intervention Plan Develop the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan with regard to changes in both the problem and replacement/desired behaviors. Please Note that participants must register for each of the four sections and are strongly encouraged to attend all four sessions: 12/5/23, 12/12/23, 1/9/24 and 1/16/24 all from 9am-3pm.
TBD
12/5/2023
10:00 AM to 12:00 PM
LIT-Best Practices in Academic Progress Monitoring Introduction Part 2 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this 4 part training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenters. At the conclusion of this training, participants should be able to: 1. Describe the purpose of progress monitoring 2. Define progress monitoring 3. Identify the steps for implementing progress monitoring at the individual student level
Virtual
12/5/2023
12:30 PM to 2:30 PM
SET - Leading the IEP Process | Referral | Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 48
Intended Audience: Special Education Teachers, Unit Coordinators, School Psychologists, CSE staff, Administrators of Special Education, Assistant Principals, Principals, and other staff that may serve as the IEP Team’s District Representative. This module addresses the role and responsibilities of the IEP Team's District Representative, as it relates to the referral stage of the IEP process. Participants will gain an overview of this process including referral, withdrawal, and request for referral, as well as the procedures, including child find, due process, prior written notice and parent consent as per the Part 200 regulations and IDEA 2004.'
Virtual
12/5/2023
1:00 PM to 3:00 PM
CRE | Fostering High Expectations for Rigorous Instruction | Part 1 | In Person BKSHS | Brooklyn
Spaces Remaining: 50
'** IN PERSON FOR BKSHS, LOCATION TBA** Fostering High Expectations and Rigorous Instruction is one of four high-leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. Research shows that teachers’ expectations of students can influence their academic achievement and behavior. Teachers are more likely to underestimate students with disabilities, students from low-income families, English Language Learners, and Black, Latinx, and Native American students. By the end of this training, participants will: Understand how high expectations and rigorous instruction can improve student outcomes Reflect on cultural background and identities, and how those identities may influence teacher expectations Develop strategies for fostering high expectations and rigorous instruction Identify 2-3 next steps for ongoing professional learning This training is designed to be approximately 3 hours in length. Alternatively, it can be broken up into 2 modules depending on facilitator preference or availability of participants.'
12/6/2023
8:30 AM to 2:30 PM
Day 1 Using the FBA and BIP Process to Support Students Needing Intensive Intervention| In-Person Training | BRONX Regional Partnership Center
Spaces Remaining: 32
'***NOTE: This is a 3-day In-Person training, participants are expected to attend ALL sessions. *** Description Intended Audience: Implementation Teams consisting of (General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators). This series focuses on understanding the FBA, BIP and Progress Monitoring process as it relates to the NYS Part 200 regulations. The goals of this series are to understand the Behavior Pathway and build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway). Learn how to conduct a Functional Behavior Assessment (FBA), understanding and developing the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP. How to use a Competing Behavior Pathway to Develop the Behavior Intervention Plan (BIP), identifying interventions based upon the Competing Behavior Pathway. And, finally, learn how to implement and progress monitor the Behavior Intervention Plan, developing the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan regarding changes in both the problem and replacement/desired behaviors. Day 1: • Regulations, • Teaming, • Behavior Pathway • Hypothesis Day 2: • Indirect Data Collection • Desired and Replacement Behavior • Behavior Intervention Strategies Day 3: • Progress Monitoring of Outcomes and Fidelity of Implementation • Direct Data Collection
1 Fordham Plaza Room 853
12/7/2023
8:30 AM to 2:30 PM
Day 2: Using the FBA/BIP Process to Support Students Needing Intensive Intervention 3-Day (12/5, 12/7, 12/12 2023) | Staten Island RPC
Spaces Remaining: 44
Day 2 (12/7/2023) Part 3: Using the Competing Behavior Pathway to Develop the Behavior Intervention Plan Identify interventions based upon the Competing Behavior Pathway Day 3 (12/12/2023) Part 4: Implementation and Progress Monitoring of the Behavior Intervention Plan Develop the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan with regard to changes in both the problem and replacement/desired behaviors. **Must attend all 3days to receive CTLE credit**
12/7/2023
9:00 AM to 11:00 AM
The Least Restrictive Environment, LRE Module 5: Parent and Family Involvement
Spaces Remaining: 38
LRE Module 5: Parent and Family Involvement is the fifth of six modules developed to deepen the understanding and implementation of the principle of LRE. Participants will leave this training with a better understanding of the critical importance of parent and family involvement as related to LRE. Each module in the series help support the school in increasing the amount of time students with disabilities spend in general education environments. This training is intended for administrators, teachers, psychologists, guidance counselors and social workers.
Virtual- Microsoft Teams Webinar
12/7/2023
1:00 PM to 2:30 PM
Analyze Case Studies for Students with Autism, Emotional Disturbance and Health Impairments/Virtual Training/Manhattan RPC
Spaces Remaining: 48
'Participants will utilize the New York State Guidance Document to create a student summary/classroom sheet for Autism, Emotional Disturbance, and other Health Impairments. This will assist educators in crafting lesson plans to the individual needs of students. Intended Audience: The Next Steps with Specially Designed Instruction package should be delivered to: Special Education Teachers, CSE teams, General Education teachers who work with students with disabilities and any others interested in furthering their knowledge on specially designed instruction. The training is most applicable to those who will be engaging directly in designing, developing and delivering specially designed instruction to students with disabilities. '
Virtual
12/8/2023
9:00 AM to 11:30 AM
Foundations of Effective Reading Instruction: Understanding the Science of Reading
Spaces Remaining: 47
The purpose of this training is to help participants gain a greater understanding of what the Science of Reading has determined to be the foundational skills that are needed in order to become a proficient reader. In this series, Participants will explore current instructional practices in reading and the impact it has on reading proficiency. The training will also provide context for the importance of effective reading instruction and the impact that it has on equity for all students. In order to overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading. We will take a look at some ineffective practices and why those may not be working, in order to realign our thinking and pedagogy to what is research-based and effective.
Virtual- Microsoft Teams Webinar
12/8/2023
9:00 AM to 12:00 PM
Teaming to Promote Literacy: Establishing Effective Literacy Practices Using the Reading Tiered Fidelity Inventory 2.0
Spaces Remaining: 50
Expected Outcomes Participants will be able to: • Understand and use the R-TFI 2.0 as intended • Establish teaming structures for literacy at the district, school, and grade level • Understand problem-solving and Team Implemented Problem-Solving (TIPS) for formative decision-making • Understand how best practices in literacy instruction underpin service delivery across tiers Targeted Audience(s) District and school administrators, literacy specialists, school psychologists, other school staff (those suitable to serve on a district or school level team).
Virtual- Microsoft Teams Webinar
12/11/2023
1:00 PM to 3:00 PM
TRAN - Evidence-Based Practices for Improving Graduation Rate and Decreasing Dropout | Part 1 | VIRTUAL
Spaces Remaining: 50
** VIRTUAL for District 32,** The Evidence-Based Practices for Improving Graduation Rate and Decreasing Dropout package is designed to assist Educational Organizations (EOs) to develop systems and evidence-based practices that are known to enhance successful completion of school for students with disabilities. The outcomes of this training may indicate the need for additional follow-up with coaching for facilitating teams, accessing data, using data effectively to make decisions, selecting appropriate interventions, and evaluating the effectiveness of interventions.'
12/11/2023
2:00 PM to 3:30 PM
Transition Assessments
Spaces Remaining: 44
' This training provides an overview of career development theory and the law and regulations requiring transition assessment. A variety of assessments related to each of the measurable postsecondary goal areas of Employment/Training, and Independent Living to assist students in developing increased self-awareness and career paths will be explored.'
Virtual- Microsoft Teams Webinar
12/12/2023
8:30 AM to 2:30 PM
Day 2 Using the FBA and BIP Process to Support Students Needing Intensive Intervention| In-Person Training | BRONX Regional Partnership Center
Spaces Remaining: 29
Each Day is a Separate Registration Day 3: December 20th '***NOTE: This is a 3-day In-Person training, participants are expected to attend ALL sessions. *** Description Intended Audience: Implementation Teams consisting of (General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators). This series focuses on understanding the FBA, BIP and Progress Monitoring process as it relates to the NYS Part 200 regulations. The goals of this series are: to understand the Behavior Pathway and build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway). Learn how to conduct a Functional Behavior Assessment (FBA), understanding and developing the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP. How to use a Competing Behavior Pathway to Develop the Behavior Intervention Plan (BIP), identifying interventions based upon the Competing Behavior Pathway. And, finally, learn how to implement and progress monitor the Behavior Intervention Plan, developing the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan regarding changes in both the problem and replacement/desired behaviors. Day 1: • Regulations, • Teaming, • Behavior Pathway • Hypothesis Day 2: • Indirect Data Collection • Desired and Replacement Behavior • Behavior Intervention Strategies Day 3: • Progress Monitoring of Outcomes and Fidelity of Implementation • Direct Data Collection'
1 Fordham Plaza Room 853
12/12/2023
8:30 AM to 2:30 PM
Day 3:Using the FBA/BIP Process to Support Students Needing Intensive Intervention 3-Day (12/5, 12/7, 12/12 2023) | Staten Island RPC
Spaces Remaining: 44
Day 3 (12/12/2023) Part 4: Implementation and Progress Monitoring of the Behavior Intervention Plan Develop the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan with regard to changes in both the problem and replacement/desired behaviors. **Must attend all 3days to receive CTLE credit**
12/12/2023
9:00 AM to 3:00 PM
Understanding the FBA/BIP Process- Module 2
Spaces Remaining: 91
A four-part series on understanding the FBA, BIP and PM process as it relates to the NYS part 200 regulations. Part 1: Understanding the Behavior Pathway Build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway) Part 2: Conducting the Functional Behavior Assessment Understand and develop the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP Part 3: Using the Competing Behavior Pathway to Develop the Behavior Intervention Plan Identify interventions based upon the Competing Behavior Pathway Part 4: Implementation and Progress Monitoring of the Behavior Intervention Plan Develop the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan with regard to changes in both the problem and replacement/desired behaviors. Please Note that participants must register for each of the four sections and are strongly encouraged to attend all four sessions: 12/5/23, 12/12/23, 1/9/24 and 1/16/24 all from 9am-3pm.
TBD
12/12/2023
10:00 AM to 12:00 PM
LIT-Best Practices in Academic Progress Monitoring Introduction Part 3 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this 4 part training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenters. At the conclusion of this training, participants should be able to: 1. Describe the purpose of progress monitoring 2. Define progress monitoring 3. Identify the steps for implementing progress monitoring at the individual student level
Virtual
12/13/2023
10:00 AM to 12:00 PM
Dimensions of Equity in Education | Virtual | Manhattan RPC |
Spaces Remaining: 50
Educators will come away with understanding concepts of equity, culture, and socio-cultural awareness in EOs. Educators will review portions of the NYSED CRSE Framework to internalize culturally responsive-sustaining mindsets and practices in the classroom with students and families related to discipline procedures, family engagement, and diversity in the curriculum. Educators will also be grounded in the goals of culturally responsive pedagogy to foster independent learning and rigor by providing responsive scaffolds for marginalized student groups.
Virtual
12/13/2023
12:00 PM to 3:00 PM
Student Exit Summaries | Staten Island RPC
Spaces Remaining: 48
This training contains information on the development and provision of an effective exit summary for students. It will cover both the traditional exit summary and the exit summary provided with the Skills and Achievement Commencement Credential Participants will: -Analyze the importance of students’ self-determination skills in making the Student Exit Summary a meaningful and relevant document -Learn the federal and state requirements for the Student Exit Summary -Recognize and identify the required components of the Student Exit Summary -Identify a process for the development and issuance of the Student Exit Summary that is student-centered
Virtual -Staten Island-District 31
12/13/2023
12:15 PM to 3:00 PM
Specially Designed Instruction for Administrators | Staten Island RPC
Spaces Remaining: 49
This training is intended to further develop administrator’s knowledge of SDI and how SDI should be designed and developed based on individual student need to address learning barriers. Administrators will be able to define SDI, recognize how to differentiate SDI from general education, identify what SDI looks like in the classroom setting, and gain necessary skills for supervision of implementation of SDI.
Virtual -Staten Island-District 31
12/14/2023
9:00 AM to 12:00 PM
Best Practices in Academic Progress Monitoring/Module 2/Virtual Training
Spaces Remaining: 50
The purpose of this 2-day training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenters. At the conclusion of this training, participants should be able to:
Virtual
12/14/2023
10:00 AM to 12:00 PM
SET | NYSAA: Essential Information for Families | Part 1 | Virtual Training | Brooklyn RPC
Spaces Remaining: 200
The purpose of this training is to educate families of students with disabilities on the essential information of NYSAA including, what NYSAA is, what the test entails, and how it will affect a student's postsecondary planning. Additionally, the training will review all state assessment options, the eligibility and decision-making process, and graduation/student exit options.
Virtual
12/14/2023
10:00 AM to 12:00 PM
Function Based Thinking (FBT): Applying a Proactive Process to Support Student Behavior in the Classroom, Session 1/2 | Virtual Training | Manhattan RPC
Spaces Remaining: 95
'Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators This two-part professional learning series will help build your understanding of challenging behaviors, the basics of behavior, how to determine the function of behavior, the function-based thinking process, and strategies for responding to challenging behavior. *Please be advised, registration and attendance in both sessions of this professional learning series is STRONGLY recommended*'
Virtual
12/14/2023
12:00 PM to 2:30 PM
Developmentally Appropriate Practice (DAP) for Preschool| 2-day Virtual Training| Bronx Regional Partnership Center
Spaces Remaining: 50
This professional learning is designed to help general and special education preschool teachers set up learning environments that are developmentally appropriate for preschool students with diverse needs and backgrounds. DAP involves an awareness of: • Age appropriateness / “typical” development • What the research says about how children this age learn best • Individual development – recognizing that each child develops uniquely and has individual strengths and needs • Cultural context - providing meaningful, relevant, and respectful learning experiences for each child and family Targeted Audience(s) Preschool educators, including teachers, administrators, assistants, aides, paraprofessionals, and clinical staff By the end of the training, participants will be able to: • Identify the three core considerations of Developmentally Appropriate Practice (DAP) • Identify typical developmental milestones for three-, four-, and five-year-old children • Identify six key guidelines for setting up a developmentally appropriate preschool classroom system • Identify practices/actions that they will introduce and modify in their settings to ensure their classrooms are developmentally appropriate ***CTLE Credit will be awarded***
Virtual
12/14/2023
2:00 PM to 4:00 PM
Developmentally Appropriate Practice for Preschool Students
Spaces Remaining: 97
'This professional learning package contains the content and materials that are designed to help general and special education preschool teachers set up learning environments that are developmentally appropriate for preschool students with diverse needs and backgrounds. DAP involves an awareness of: • Age appropriateness / “typical” development • What the research says about how children this age learn best • Individual development – recognizing that each child develops uniquely and has individual strengths and needs • Cultural context - providing meaningful, relevant, and respectful learning experiences for each child and family Developmentally appropriate teachers are intentional in everything they do – activities are selected to meet goals and instruction is differentiated to meet the needs of all learners Professional Development in this learning package includes: • Presentation materials, including optional activities, that could be presented as part of a one- or two-day training package • Activities to facilitate participants’ active engagement, processing of information, and application of content to their settings • Reference materials to support the content provided '
Virtual
12/15/2023
8:30 AM to 2:30 PM
Discipline Procedures for Students with Disabilities | Staten Island RPC
Spaces Remaining: 49
Description: This full-day training is designed for district and building level administrators to gain a better understanding of the process related to discipline for students with disabilities as per the Part 201 of the Commissioner's Regulations. This training supports the administrator’s understanding of the regulatory requirements and the administrative responsibilities, as they relate to discipline, and are aligned to state law to ensure district compliance. Participants will increase their knowledge of policies, regulations, and best practices related to suspension, removal, and behavioral supports related to implementing discipline for students with disabilities.
12/15/2023
9:00 AM to 10:30 AM
Transition Assessment Four Part Series| Part III | Virtual Training| Manhattan RPC
Spaces Remaining: 50
This training provides an overview of career development theory and the law and regulations requiring transition assessment. A variety of assessments related to each of the measurable postsecondary goal areas of Employment/Training, and Independent Living to assist students in developing increased self-awareness and career paths will be explored.
Virtual
12/15/2023
10:00 AM to 1:00 PM
SET | Test Accommodations for Students with Disabilities | Part 1 | Virtual Training | Brooklyn RPC
Spaces Remaining: 200
This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP). - Participants will know the purpose of test accommodations - Participants will define test accommodations - Participants will understand their role in supporting a student with their test accommodations'
Virtual
12/15/2023
1:00 PM to 3:00 PM
Best Practices in Screening for Academic Deficits
Spaces Remaining: 50
'The purpose of this training is to provide participants with an overview of what universal screening is and how to adopt this practice in their schools. 'After this training, participants should be able to: 1. Define universal screening 2. Describe the purpose of universal screening 3. Describe the features of a high-quality universal screening measure 4. Identify tools to guide them in selecting a universal screening measure 5. Describe ways in which data from a universal screening measure can be used Targeted Audience(s): Administrators, Literacy Specialists, School Psychologists, General Education Teachers, Special Education Teachers, and any others interested in implementing universal screening. '
Virtual
12/15/2023
1:00 PM to 2:30 PM
Composing the Essential and Seven Common Elements of Explicit Instruction - Manhattan RPC- Virtual Live Training
Spaces Remaining: 50
'Participants will define, describe and include all of the essential elements in their lesson plans to improve student outcome. This explicit instruction training is intended to support participants’ knowledge of explicit instruction and teachers’ abilities to effectively implement explicit instructional strategies for students’ in their classroom. Explicit instruction is high leverage and an evidence-based practice that has proven to be effective for all students especially for students with disabilities. Research has shown higher achievement results for students with disabilities in both reading, math and all content areas. Intended Audience: Special education teachers, general education teachers, coaches, instructional support staff, administrators '
Virtual
12/18/2023
1:00 PM to 3:00 PM
SET | Co-Teaching: A Comprehensive Approach | Part 1 | Virtual Training | Brooklyn RPC
Spaces Remaining: 200
The purpose of this training is to help participants gain a foundational understanding of co-teaching as a service delivery model and the six models used to implement it. In New York state the co-teaching model is most often associated with the special education service integrated co-teaching. This model will be covered as well as the use of the co-teaching model among other service providers (e.g. English as a New Language [ENL] teachers, speech language pathologists etc.). Variations for use of the models will also be discussed throughout the training. Participants will be able to: - understand co-teaching as a service delivery model. - learn the 6 models of co-teaching and how to effectively implement them - gain skills for matching the co-teaching models to elements of their lessons. - identify a co-teaching model in a given scenario'
Virtual
12/19/2023
9:00 AM to 10:00 AM
Values, Equity, and Cultural Responsiveness
Spaces Remaining: 48
This package contains materials that explore values as an element of culture. Educators and Educational Organizations will be asked to reflect on their values and to consider the connection between values, equity and the provision of services for students with disabilities. The package also contains tools for exploring values with students and families to foster cross-cultural exchanges between families and Educational Organizations.
Virtual- Microsoft Teams Webinar
12/19/2023
10:00 AM to 11:00 AM
LIT-Best Practices in Academic Progress Monitoring Introduction Part 4 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this 4 day training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenters. At the conclusion of this training, participants should be able to: 1. Describe the purpose of progress monitoring 2. Define progress monitoring 3. Identify the steps for implementing progress monitoring at the individual student level
Virtual
12/19/2023
11:00 AM to 1:00 PM
Student Directed Individualized Education Program (IEP) for Professionals - Four-Part Series: Part 4 | Virtual Training | Manhattan RPC
Spaces Remaining: 50
Participants in this series will be part of a think tank with like-minded educators. Self-determination and its benefits provide the foundation for the ideas and resources shared to support students with disabilities at all grade levels to increase their participation in IEP development, implementation, and CSE participation.
Virtual
12/19/2023
2:00 PM to 3:30 PM
Test Accommodations for Students with Disabilities | Virtual Live Training| Manhattan RPC
Spaces Remaining: 48
The purpose of this training is to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP).
Virtual
12/20/2023
8:30 AM to 2:30 PM
Day 3 Using the FBA and BIP Process to Support Students Needing Intensive Intervention| In-Person Training| BRONX Regional Partnership Center
Spaces Remaining: 34
'***NOTE: This is a 3-day In-Person training, participants are expected to attend ALL sessions. *** Description Intended Audience: Implementation Teams consisting of (General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators). This series focuses on understanding the FBA, BIP and Progress Monitoring process as it relates to the NYS Part 200 regulations. The goals of this series are: to understand the Behavior Pathway and build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway). Learn how to conduct a Functional Behavior Assessment (FBA), understanding and developing the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP. How to use a Competing Behavior Pathway to Develop the Behavior Intervention Plan (BIP), identifying interventions based upon the Competing Behavior Pathway. And, finally, learn how to implement and progress monitor the Behavior Intervention Plan, developing the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan regarding changes in both the problem and replacement/desired behaviors. Day 1: • Regulations, • Teaming, • Behavior Pathway • Hypothesis Day 2: • Indirect Data Collection • Desired and Replacement Behavior • Behavior Intervention Strategies Day 3: • Progress Monitoring of Outcomes and Fidelity of Implementation • Direct Data Collection'
1 Fordham Plaza Room 853
12/21/2023
10:00 AM to 12:00 PM
Function Based Thinking (FBT): Applying a Proactive Process to Support Student Behavior in the Classroom, Session 2/2 | Virtual Training | Manhattan RPC
Spaces Remaining: 96
'Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This two-part professional learning series is intended to help participants understand that exclusionary practices have significant short and long-term negative effects on academic, social-emotional, health and wellness, and family outcomes of students. Participants will develop a common understanding of suspension, removal, and discipline, as well as influences, impacts, policies and procedures that contribute to the on-going suspension crisis in schools today. Additionally, we will explore effective research-based strategies for responding to student behavior and appropriate alternatives to suspension. *Please be advised, registration and attendance in both sessions of this professional learning series is STRONGLY recommended.*'
Virtual
12/22/2023
8:30 AM to 2:30 PM
Values, Equity, and Cultural Responsiveness | Staten Island RPC
Spaces Remaining: 49
This training package contains materials that explore values as an element of culture. Educators and Educational Organizations will be asked to reflect on their values and to consider the connection between values, equity and the provision of services for students with disabilities. The package also contains tools for exploring values with students and families to foster cross-cultural exchanges between families and Educational Organizations.
Virtual -Staten Island-District 31
12/22/2023
9:00 AM to 12:00 PM
Best Practices in Explicit Vocabulary Instruction | Staten Island RPC
Spaces Remaining: 48
This training package is intended to support participants’ knowledge of and use of explicit vocabulary instruction and how practitioners can embed vocabulary building activities into their routines. Within this professional learning session, participants will be able to explain the importance of robust vocabulary instruction for students in the elementary grades. Participants will understand how the essential elements of explicit instruction can be applied to vocabulary instruction and will be able to describe key features of vocabulary instruction. Activities within this learning session will include ways to incorporate vocabulary instruction into different parts of the school day. Participants will walk away with evidence-based vocabulary instructional methods for their teaching toolbox!
Virtual -Staten Island-District 31
January
1/2/2024
1:00 PM to 2:30 PM
Next Steps in SDI for Students/w Multiple, Intellectual, Hearing and Visual Disabilities/ Manhattan RPC
Spaces Remaining: 50
'Addressing the gaps for students to achieve positive academic outcome. Intended Audience: The Next Steps with Specially Designed Instruction package should be delivered to: Special Education Teachers, CSE teams, General Education teachers who work with students with disabilities and any others interested in furthering their knowledge on specially designed instruction. The training is most applicable to those who will be engaging directly in designing, developing and delivering specially designed instruction to students with disabilities. '
Virtual
1/5/2024
9:00 AM to 11:30 AM
Phonological Awareness: Establishing the Foundations for Reading Success
Spaces Remaining: 50
The purpose of this training is to help participants gain a greater understanding of the Science of Reading; specifically, what phonological awareness is and how crucial this skillset is to the foundation of reading success. Participants will explore what skills to teach when, and how to teach these skills for students to master phonological awareness. The training will also provide context for the importance of using assessments to improve the effectiveness of phonological instruction for students. To overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading.
Virtual- Microsoft Teams Webinar
1/8/2024
to 7/17/2030
Create An Account
Spaces Remaining: 29081
Please use this event page to create a new account with the Learning Stream Learning Management system by clicking the registration button above. You will be able to register for future Special Education Office Professional Learning.
1/8/2024
1:00 PM to 3:00 PM
LIT | Explicit Vocabulary Instruction | In-Person D19 | Brooklyn RPC
Spaces Remaining: 50
**IN PERSON FOR D19, LOCATION TBA** PD on embedding explicit vocabulary instruction into primarily Tier I instruction: • Participants will be able to explain the importance of robust vocabulary instruction for students in the elementary grades. • Participants will understand how explicit instruction can be applied to vocabulary instruction. • Participants will be able to describe key features of vocabulary instruction and identify ways to incorporate vocabulary instruction into different parts of the school day.
1/8/2024
2:00 PM to 1/9/2024 3:30 PM
Transition Assessments
Spaces Remaining: 50
This training provides an overview of career development theory and the law and regulations requiring transition assessment. A variety of assessments related to each of the measurable postsecondary goal areas of Employment/Training, and Independent Living to assist students in developing increased self-awareness and career paths will be explored.
Virtual- Microsoft Teams Webinar
1/9/2024
9:00 AM to 3:00 PM
Understanding the FBA/BIP Process- Module 3
Spaces Remaining: 92
A four-part series on understanding the FBA, BIP and PM process as it relates to the NYS part 200 regulations. Part 1: Understanding the Behavior Pathway Build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway) Part 2: Conducting the Functional Behavior Assessment Understand and develop the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP Part 3: Using the Competing Behavior Pathway to Develop the Behavior Intervention Plan Identify interventions based upon the Competing Behavior Pathway Part 4: Implementation and Progress Monitoring of the Behavior Intervention Plan Develop the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan with regard to changes in both the problem and replacement/desired behaviors. Please Note that participants must register for each of the four sections and are strongly encouraged to attend all four sessions: 12/5/23, 12/12/23, 1/9/24 and 1/16/24 all from 9am-3pm.
TBD
1/9/2024
10:00 AM to 12:00 PM
LIT-Explicit Vocabulary Instruction for Teachers Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
This training will show participants how to embed explicit vocabulary instruction into primarily Tier I instruction: • Participants will be able to explain the importance of robust vocabulary instruction for students in the elementary grades. • Participants will understand how explicit instruction can be applied to vocabulary instruction. • Participants will be able to describe key features of vocabulary instruction and identify ways to incorporate vocabulary instruction into different parts of the school day.
Virtual
1/9/2024
12:00 PM to 2:30 PM
SET - Leading the IEP Process | Evaluation & Eligibility | Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 48
Module 3 Evaluation Process & Procedures This module addresses the role and responsibilities of the District Representative and IEP Team, as it relates to the evaluation stage of the IEP process. Participants will become familiar with specific roles and responsibilities of the IEP Team and procedures relating to the student’s individual evaluation process, including compliance, evaluation procedures, and timelines. Module 4- Eligibility Determinations Process & Procedures This module addresses the Part 200 Regulations of the Commissioner of Education as it relates to the specific roles and responsibilities of the IEP Team/CSE/CPSE in the determination of eligibility for a student with a disability as a result of the evaluation process. Intended Audience: BRONX Special Education Teachers, General Education Teachers, School Psychologists, CSE/CPSE staff, Administrators of Special Education, Principals, and staff that serve as District Representatives.
Virtual
1/9/2024
1:00 PM to 3:00 PM
CRE | Values, Equity, and Cultural Responsiveness | In-Person D14 | Virtual | Brooklyn
Spaces Remaining: 50
'** IN PERSON FOR D14, LOCATION TBA** This training package contains materials that explore values as an element of culture. Educators and Educational Organizations will be asked to reflect on their values and to consider the connection between values, equity and the provision of services for students with disabilities. The package also contains tools for exploring values with students and families to foster cross cultural exchanges between families and Educational Organizations. '
1/11/2024
9:00 AM to 12:00 PM
'Using the FBA/BIP Process to Support Students Needing Intensive Intervention | VIRTUAL | THREE-PART SERIES '
Spaces Remaining: 98
'This multi-part series designed for school-level teams, special and general education teachers, school psychologists, social workers, paraprofessionals, and related service providers will provide the theoretical foundation on Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs). Participants will also develop concrete skills to complete FBAs and create effective behavior intervention plans to improve attendance, promote academic success, and reduce suspension rates. Participants registered for this training series agree to attend ALL meeting dates: 01/11/2023 01/18/2023 01/25/2023'
Virtual
1/11/2024
9:00 AM to 12:00 PM
Explicit Instruction/Virtual Training
Spaces Remaining: 50
:'This explicit instruction training package is intended to support participants’ knowledge of explicit instruction and teachers’ abilities to effectively implement explicit instruction. Explicit instruction is a high leverage practice that has proven to be effective for special education students. Research has shown higher achievement results for students with disabilities in both reading and math after receiving explicit instruction. The Recognizing Effective Special Education Teachers (RESET) Explicit Instruction Rubric (EIR) is introduced as a general observation tool that aligns with best instructional practices for students with disabilities within this training. The accompanying activity in the Participant Packet allows participants to observe a lesson and determine where the instruction would fall on the rubric. The intention is that participants might utilize the rubric as a guide as they work to incorporate elements of explicit instruction into lesson planning and/or practice. When using the RESET EIR for coaching or as an administrator, it is important the tool be used as intended. The RESET EIR rubric and accompanying guidance manual are released under a separate parameters page. Please see those parameters for guidelines on utilizing the tool. A webinar will be offered to introduce the EIR and how to use it to coach with fidelity.'
Virtual
1/11/2024
10:00 AM to 12:00 PM
Using the Competing Behavior Pathway to Identify Interventions, Session 1/2 | Virtual Training | Manhattan RPC
Spaces Remaining: 97
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. To accurately understand a student's challenging behavior and support them in altering this behavior, school providers and educators need to develop a fluid understanding of the Behavior Pathway; its individual components and how to utilize it to support student success. This two-part professional learning series will build upon the content covered in the Introduction to the Behavior Pathway series. During this two-part training, participants will learn about the components of the Competing Behavior Pathway, and how to use this tool to develop an individualized plan of intervention strategies within the Prevent-Teach-Reinforce (PTR) framework. *PLEASE BE ADVISED, registration and attendance in all both sessions of this professional learning series is strongly recommended.*
Virtual
1/11/2024
12:00 PM to 3:00 PM
Overview of Specially Designed Instruction | Staten Island RPC
Spaces Remaining: 50
This introductory training is intended to develop participants’ working knowledge of the components of SDI, the rationale for using SDI, using SDI alongside other instructional strategies, and selecting appropriate SDI based upon student needs and characteristics.
Virtual -Staten Island-District 31
1/11/2024
2:30 PM to 4:00 PM
EXPLICIT INSTRUCTION-IN PERSON | Part 1 |IN PERSON | BROOKLYN RPC
Spaces Remaining: 50
This presentation will provide Pre-K through 12th grade general and special education teachers an understanding of explicit instruction and Explicit Direct Instruction. Teachers will learn instructional strategies and practice developing an Explicit Direct Instruction lesson plan.
1/16/2024
9:00 AM to 3:00 PM
Understanding the FBA/BIP Process- Module 4
Spaces Remaining: 94
A four-part series on understanding the FBA, BIP and PM process as it relates to the NYS part 200 regulations. Part 1: Understanding the Behavior Pathway Build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway) Part 2: Conducting the Functional Behavior Assessment Understand and develop the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP Part 3: Using the Competing Behavior Pathway to Develop the Behavior Intervention Plan Identify interventions based upon the Competing Behavior Pathway Part 4: Implementation and Progress Monitoring of the Behavior Intervention Plan Develop the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan with regard to changes in both the problem and replacement/desired behaviors. Please Note that participants must register for each of the four sections and are strongly encouraged to attend all four sessions: 12/5/23, 12/12/23, 1/9/24 and 1/16/24 all from 9am-3pm.
TBD
1/16/2024
10:00 AM to 12:00 PM
LIT-Phonological Awareness: Establishing Foundations for Reading Success Part 1 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this training is to help participants gain a greater understanding of the Science of Reading; specifically, what phonological awareness is and how crucial this skill set is to the foundation of reading success. Participants will explore what skills to teach when, and how to teach these skills for students to master phonological awareness. The training will also provide context for the importance of using assessments to improve the effectiveness of phonological instruction for students. To overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading.
Virtual
1/16/2024
11:00 AM to 1:00 PM
Test Accommodations for Students with Disabilities | Virtual Training | Manhattan RPC
Spaces Remaining: 48
This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP).
Virtual
1/18/2024
9:00 AM to 12:00 PM
Teaming to Promote Literacy/Virtual Training
Spaces Remaining: 50
It is designed to facilitate the implementation of evidence-based literacy practices for all learners. The training is anchored to the Reading-Tiered Fidelity Inventory (v. 2.0; R-TFI), and instruction on its administration is threaded across the modules. The R-TFI and this training are closely aligned to a Multi-Tiered System of Support service delivery structure.
Virtual
1/18/2024
12:00 PM to 3:00 PM
Testing Accommodations for Students with Disabilities | Staten Island RPC
Spaces Remaining: 50
This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP).
Virtual -Staten Island-District 31
1/18/2024
12:00 PM to 3:00 PM
Using the FBA and BIP Process to Support Students Needing Intensive Intervention| 4-Session Virtual Training | BRONX Regional Partnership Center
Spaces Remaining: 49
***NOTE: This is a 4-day Session Virtual Training, participants are expected to attend ALL sessions. *** Description Intended Audience: Implementation Teams consisting of (General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators). This series focuses on understanding the FBA, BIP and Progress Monitoring process as it relates to the NYS Part 200 regulations. The goals of this series are to understand the Behavior Pathway and build fluency with the theoretical foundations on which FBAs (Functional Behavioral Assessment) and BIPs (Behavioral Intervention Plans) are based (i.e., the behavioral pathway). Learn how to conduct a Functional Behavior Assessment (FBA), understanding and developing the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP. How to use a Competing Behavior Pathway to Develop the Behavior Intervention Plan (BIP), identifying interventions based upon the Competing Behavior Pathway. And, finally, learn how to implement and progress monitor the Behavior Intervention Plan, developing the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan regarding changes in both the problem and replacement/desired behaviors.
Virtual
1/18/2024
2:15 PM to 3:15 PM
Testing Accommodations for Students With Disabilities
Spaces Remaining: 39
This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP). This training is intended for administrators, teachers, psychologists, social workers and guidance counselors.
Virtual- Microsoft Teams Webinar
1/19/2024
9:00 AM to 10:30 AM
Diploma and Credential Options for Students with Disabilities | Virtual Training| Manhattan RPC
Spaces Remaining: 50
This professional development package describes the diploma and credential options that are available to New York State (NYS) students.
Virtual
1/19/2024
1:00 PM to 3:00 PM
Best Practices in Academic Progress Monitoring - Manhattan RPC
Spaces Remaining: 50
'The purpose of this training series is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenters. At the conclusion of this training, participants should be able to: 1. Describe the purpose of progress monitoring 2. Define progress monitoring 3. Identify the steps for implementing progress monitoring at the individual student level '
Virtual
1/23/2024
9:00 AM to 12:00 PM
EVIDENCE BASED PRACTICES FOR IMPROVING GRADUATION RATE AND DECREASING DROPOUT | Staten Island RPC
Spaces Remaining: 74
The Evidence-Based Practices for Improving Graduation Rate and Decreasing Dropout package is designed to assist Educational Organizations (EOs) to develop systems and evidence-based practices that are known to enhance successful completion of school for students with disabilities. Participants will gain a deeper understanding of: -available resources aimed at increasing school completion -what data can be used to identify a student’s dropout risk -using data to make programmatic changes -strategies to consider to increase school completion
Virtual -Staten Island-District 31
1/23/2024
10:00 AM to 12:00 PM
LIT- Phonological Awareness: Establishing Foundations for Reading Success Part 2 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this training is to help participants gain a greater understanding of the Science of Reading; specifically, what phonological awareness is and how crucial this skill set is to the foundation of reading success. Participants will explore what skills to teach when, and how to teach these skills for students to master phonological awareness. The training will also provide context for the importance of using assessments to improve the effectiveness of phonological instruction for students. To overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading.
Virtual
1/23/2024
11:30 AM to 1:30 PM
Family and Community Engagement in Tier 1 Positive Behavioral Interventions and Supports
Spaces Remaining: 74
This professional development package is intended to be an additional training that can be used in conjunction with the Positive Behavioral Interventions and Supports (PBIS) Tier 1 Team Training. The goal of this professional development is to support an educational organization (EO) with family and community engagement within their Tier 1 PBIS. The training highlights the six-essential features of family-school collaboration and how to align them to the 15 features of the Tiered Fidelity Inventory (TFI).
Virtual- Microsoft Teams Webinar
1/24/2024
8:30 AM to 2:30 PM
Alternatives to Suspension/ 2-day In-Person Training| BRONX Regional Partnership Center
Spaces Remaining: 30
The issue of in and out-of-school suspensions of students, including students with disabilities, who demonstrate escalated classroom behavior, has become controversial and divisive leaving many staff members at odds. This two-day training is designed for building level administrators, teachers, school psychologists and counselors and is intended to help participants understand that exclusionary practices have significant short and long-term negative effects on academic, social-emotional, health and wellness, and family outcomes of students. The training will highlight alternative approaches to discipline that lead to improved student outcomes. Participants will ground themselves in a common understanding of suspension, removal, and discipline, as well as influences, impacts, policies, and procedures that contribute to the on-going suspension crisis in schools today. Throughout these two days, participants will learn and explore effective research-based strategies for responding to student behavior and appropriate alternatives to suspension, which have significantly fewer negative impacts on student or family outcomes. Throughout this training there will be several resources that will be provided and referenced, so participants should bring their laptops or tablets to access the materials. Expected outcomes: Participants will be understanding the purpose of using alternatives to suspension. They will gain knowledge of the recent research on school suspensions, examine scenarios when alternatives to suspension may be used to change behavior, learn how a systemic change on the approach to discipline and problem behavior can affect school climate, and learn about practical, replicable, research-based strategies to use as effective and proactive alternatives to suspension.
1 Fordham Plaza Room 853
1/24/2024
9:00 AM to 10:00 AM
Creating Welcoming and Affirming Environments
Spaces Remaining: 49
'Creating Welcoming and Affirming Learning Environments is one of four high leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. When students feel like they belong at school, they have fewer absences, fewer disciplinary infractions, higher graduation rates, as well as increased engagement, self-esteem, and attitudes. ??Students with disabilities and students of different cultural backgrounds are less likely to feel like they have a positive relationship with their teacher and that their identities and abilities are valued and affirmed in school. '
Virtual- Microsoft Teams Webinar
1/25/2024
10:00 AM to 12:00 PM
Using the Competing Behavior Pathway to Identify Interventions, Session 2/2 | Virtual Training | Manhattan RPC
Spaces Remaining: 97
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. To accurately understand a student's challenging behavior and support them in altering this behavior, school providers and educators need to develop a fluid understanding of the Behavior Pathway; its individual components and how to utilize it to support student success. This two-part professional learning series will build upon the content covered in the Introduction to the Behavior Pathway series. During this two-part training, participants will learn about the components of the Competing Behavior Pathway, and how to use this tool to develop an individualized plan of intervention strategies within the Prevent-Teach-Reinforce (PTR) framework. *PLEASE BE ADVISED, registration and attendance in both sessions of this professional learning series is strongly recommended.*
Virtual
1/26/2024
9:00 AM to 3:00 PM
Creating Welcoming and Affirming Learning Environments | Staten Island RPC
Spaces Remaining: 49
Creating Welcoming and Affirming Learning Environments is one of four high leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. When students feel like they belong at school, they have fewer absences, fewer disciplinary infractions, higher graduation rates, as well as increased engagement, self-esteem, and attitudes. Students with disabilities and students of different cultural backgrounds are less likely to feel like they have a positive relationship with their teacher and that their identities and abilities are valued and affirmed in school. By the end of this training, participants will: *Understand how a welcoming and affirming learning environment improves student outcomes * Better understand their own identities and how those identities shape their relationships and experiences * Develop strategies for creating a welcoming and affirming learning environment * Identify 2-3 next steps for ongoing professional learning
Virtual -Staten Island-District 31
February
2/2/2024
1:00 PM to 2:30 PM
Analyze case studies of the characteristics of Orthopedic Impairment/ Virtual Live Training /Manhattan RPC
Spaces Remaining: 50
'Analyze case studies and characteristics of Orthopedic Impairment. Traumatic Brain Injury and Deaf and Blindness. Participants will create a student summary sheet and utilize the NYSED Guidance Document to design a lesson for the particular student with a disability. The Next Steps with Specially Designed Instruction professional development training package is the second in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This advanced level training is intended participants’ knowledge of specially designed instruction and how SDI should be designed and developed based on individual student need to address their learning barriers. Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on individual student needs and characteristics. Intended Audience: The Next Steps with Specially Designed Instruction package should be delivered to: Special Education Teachers, CSE teams, General Education teachers who work with students with disabilities and any others interested in furthering their knowledge on specially designed instruction. The training is most applicable to those who will be engaging directly in designing, developing and delivering specially designed instruction to students with disabilities. '
Virtual
2/6/2024
8:30 AM to 2:30 PM
Part 1 of 2: The Language of Classroom Management: Promoting Positive Teacher-Student Interaction and Relationships | Staten Island RPC
Spaces Remaining: 50
This 2-day training (2/6/2024 & 3/7/2024) is designed for PreK -12th grade educators who would like to improve their classroom management skills by building relationships with their students and utilizing a variety of strategies to prevent, teach, and respond to behavior. Strategies include: 1) arranging the physical environment, 2) defining, teaching, and acknowledging expectations and rules, 3) defining and teaching classroom procedures and routines, 4) active supervision, 5) behavior specific praise, 6) response strategies for inappropriate behavior, 7) class-wide group contingencies, 8) multiple opportunities to respond. **MUST attend BOTH days**
TBD
2/6/2024
10:00 AM to 12:00 PM
LIT-Universal Screening: Best Practices in Screening for Academic Deficits Part 1 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this training is to provide participants with an overview of what universal screening is and how to adopt this practice in their schools. At the conclusion of Part 1 and Part 2 participants should be able to: 1. Define universal screening 2. Describe the purpose of universal screening 3. Describe the features of a high-quality universal screening measure 4. Identify tools to guide them in selecting a universal screening measure 5. Describe ways in which data from a universal screening measure can be used
Virtual
2/6/2024
12:30 PM to 2:30 PM
SET - Leading the IEP Process | IEP Implementation | Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 49
Intended Audience: Special Education Teachers, Unit Coordinators, School Psychologists, CSE staff, Administrators of Special Education, Assistant Principals, Principals, and other staff that may serve as the IEP Team’s District Representative. This module addresses the specific responsibilities of the district representative and the IEP team in relation to IEP implementation. Participants will become familiar with the team’s role of ensuring compliance with procedures and timelines, keeping parents informed about their child’s program and progress, and evaluating the effectiveness of the services and programs being provided.
Virtual
2/6/2024
2:00 PM to 4:00 PM
Introduction to the Behavior Pathway- Modules 1 and 2
Spaces Remaining: 96
To accurately observe and understand a child’s challenging behavior and what environmental factors are triggering and maintaining it, school providers and educators need to understand how to utilize the Behavior Pathway. Within the continuum of Multi-Tiered System of Supports (MTSS), the Behavior Pathway is used as an intensive Tier-3 evidenced-based practice and tool. This professional learning series will enable you to define a child’s problem behavior so that any school provider who works with that child can clearly observe and measure that behavior. Participants will also learn how to observe and figure out what environmental factors are triggering, maintaining and/or reinforcing the problem behavior and, to understand what is motivating the child to continue performing that behavior. It is strongly encouraged that Participants attend and participate in all the subsequent modules of Introduction to the Behavior Pathway and the follow up series the Competing Behavior Pathway.
Virtual
2/8/2024
9:00 AM to 12:00 PM
Explicit Vocabulary Instruction/Virtual Training
Spaces Remaining: 50
'PD on embedding explicit vocabulary instruction into primarily Tier I instruction: • Participants will be able to explain the importance of robust vocabulary instruction for students in the elementary grades. • Participants will understand how explicit instruction can be applied to vocabulary instruction. • Participants will be able to describe key features of vocabulary instruction and identify ways to incorporate vocabulary instruction into different parts of the school day.'
Virtual
2/8/2024
10:00 AM to 12:00 PM
Integrating Trauma-Sensitivity within a Positive Behavior Interventions and Supports (PBIS) Framework, Session 1/3 | Virtual Training | Manhattan RPC
Spaces Remaining: 97
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. Through this three-part professional learning series, participants will gain an understanding of what trauma is and how it affects learning. Participants will develop strategies to help build a school's trauma-sensitive support system and learn how they can integrate trauma-sensitive practices within a Positive Behavioral Interventions and Supports (PBIS) framework to ensure positive student outcomes. *PLEASE BE ADVISED, registration and attendance in all three sessions of this professional learning series is strongly recommended.*
Virtual
2/8/2024
10:00 AM to 1:00 PM
SET | Test Accommodations for Students with Disabilities | Part 1 | Virtual Training | Brooklyn RPC
Spaces Remaining: 200
This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP). - Participants will know the purpose of test accommodations - Participants will define test accommodations - Participants will understand their role in supporting a student with their test accommodations '
Virtual
2/9/2024
9:00 AM to 3:00 PM
Family Engagement, Communication, and Culture | Staten Island RPC
Spaces Remaining: 50
This professional development training is designed to introduce educators to concepts of communication and culture that impact the ways educators and educational organizations (EOs) interact with families. Overall, the aim is to ensure that educators are mindful with how they communicate with parents, guardians, and families to ensure that educational sites are culturally responsive and welcoming.
Virtual -Staten Island-District 31
2/12/2024
9:00 AM to 12:00 PM
'Using the FBA/BIP Process to Support Students Needing Intensive Intervention | IN-PERSON TRAINING FOR BK HIGH SCHOOLS '
Spaces Remaining: 40
'This multi-part series designed for school-level teams, special and general education teachers, school psychologists, social workers, paraprofessionals, and related service providers will provide the theoretical foundation on Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs). Participants will also develop concrete skills to complete FBAs and create effective behavior intervention plans to improve attendance, promote academic success, and reduce suspension rates. Participants registered for this training series agree to attend ALL meeting dates: 02/12/2023 02/26/2023 03/04/2023'
2/12/2024
12:00 PM to 3:00 PM
SET | Test Accommodations for Students with Disabilities | Part 1 | Virtual| Brooklyn RPC
Spaces Remaining: 50
Virtual- for D13, 16 & 32 - Location TBD This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP). - Participants will know the purpose of test accommodations - Participants will define test accommodations - Participants will understand their role in supporting a student with their test accommodations '
2/12/2024
2:00 PM to 2:30 PM
Diploma and Credential Options for Students with Disabilities
Spaces Remaining: 45
This professional development package describes the diploma and credential options that are available to students.
Virtual- Microsoft Teams Webinar
2/13/2024
8:30 AM to 2:30 PM
Alternatives to Suspension: Day 1 of 2 (2/13/24 & 2/15/24) | Staten Island RPC
Spaces Remaining: 50
Description: Day 1 of 2. This two-day (2/13/24 & 2/15/24) training package, designed for building level administrators and teachers, is intended to help participants understand that exclusionary practices have significant short and long-term negative effects on academic, social-emotional, health and wellness, and family outcomes of students and that there are alternative approaches to discipline that lead to improved student outcomes. Participants will ground themselves in a common understanding of suspension, removal, and discipline, as well as influences, impacts, policies and procedures that contribute to the on-going suspension crisis in schools today. Throughout these two days, participants will learn and explore effective research-based strategies for responding to student behavior and appropriate alternatives to suspension, which have significantly fewer negative impacts on student or family outcomes.
2/14/2024
12:15 PM to 3:00 PM
Dimensions of Equity in Education | Staten Island RPC
Spaces Remaining: 49
This package contains a Training package (Trainer’s notes, Slide Deck, Webinar Journal, and a one-page Resource) as well as a folder of stand alone resources (containing 3 handouts). The contents of this package address Dimensions of Equity in Education. This Training Package is organized into 3 parts Section 1: Grounding in around Equity & Culture as well as the NYSED Culturally Responsive Sustaining Education Framework (CRSE) which informs our work as Culturally Responsive Practitioners. Section 2: Participants will explore concepts of Equity in their organization’s policies and procedures through unpacking Zaretta Hammond’s Dimensions of Equity Tool Section 3: Review a case study of Socio-Cultural Awareness which is an understanding of the role culture plays in educational processes & systems. Expected Outcomes Culturally Responsive Education Specialists will use the content of this package to foster discussion around equity with different groups of stakeholders in EOs. Educators will come away understanding concepts of equity, culture and socio-cultural awareness in EOs. Educators will review portions of the NYSED CRSE Framework to internalize culturally responsive-sustaining mindsets and practices in the classroom with students and families related to discipline procedures, family engagement, and diversity in curriculum. Educators will also be grounded in the goals of culturally responsive pedagogy in terms of fostering independent learning and rigor through providing responsive scaffolds for marginalized student groups. Administrators and leadership will understand the importance of equity, culture, and socio-cultural awareness in terms of educator development and support. Administrators and EO leadership will consider the role of setting goals around CRSE practices and mindset.
Virtual -Staten Island-District 31
2/15/2024
8:30 AM to 2:30 PM
Alternatives to Suspension: Day 2 of 2 (2/13/24 & 2/15/24) | Staten Island RPC
Spaces Remaining: 50
Description: Day 2 of 2. Must also attend 2/13/24. This two-day training package, designed for building level administrators and teachers, is intended to help participants understand that exclusionary practices have significant short and long-term negative effects on academic, social-emotional, health and wellness, and family outcomes of students and that there are alternative approaches to discipline that lead to improved student outcomes. Participants will ground themselves in a common understanding of suspension, removal, and discipline, as well as influences, impacts, policies and procedures that contribute to the on-going suspension crisis in schools today. Throughout these two days, participants will learn and explore effective research-based strategies for responding to student behavior and appropriate alternatives to suspension, which have significantly fewer negative impacts on student or family outcomes.
2/15/2024
10:00 AM to 12:00 PM
'CRE | Creating Welcoming and Affirming Learning Environments | Part 1 | Virtual | Brooklyn '
Spaces Remaining: 100
'Creating Welcoming and Affirming Learning Environments is one of four high leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. When students feel like they belong at school, they have fewer absences, fewer disciplinary infractions, higher graduation rates, as well as increased engagement, self-esteem, and attitudes. Students with disabilities and students of different cultural backgrounds are less likely to feel like they have a positive relationship with their teacher and that their identities and abilities are valued and affirmed in school. By the end of this training, participants will: ? Understand how a welcoming and affirming learning environment improves student outcomes ? Better understand their own identities and how those identities shape their relationships and experiences ? Develop strategies for creating a welcoming and affirming learning environment ? Identify 2-3 next steps for ongoing professional learning This training is designed to be approximately 3 hours in length. Alternatively, it can be broken up into 2 modules depending on facilitator preference or availability of participants. '
Virtual
2/15/2024
2:15 PM to 3:15 PM
Testing Accommodations for Students With Disabilities
Spaces Remaining: 40
This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP). This training is intended for administrators, teachers, psychologists, social workers and guidance counselors.
Virtual- Microsoft Teams Webinar
2/16/2024
12:00 PM to 3:00 PM
Next Steps for Specially Designed Instruction | Staten Island RPC
Spaces Remaining: 48
This advanced level training is intended to further develop participants’ knowledge of specially designed instruction and how SDI should be designed and developed based on individual student need. Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on individual student needs and characteristics.
Virtual -Staten Island-District 31
2/20/2024
10:00 AM to 12:00 PM
Integrating Trauma-Sensitivity within a Positive Behavior Interventions and Supports (PBIS) Framework, Session 2/3 | Virtual Training | Manhattan RPC
Spaces Remaining: 97
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. Through this three-part professional learning series, participants will gain an understanding of what trauma is and how it affects learning. Participants will develop strategies to help build a school's trauma-sensitive support system and learn how they can integrate trauma-sensitive practices within a Positive Behavioral Interventions and Supports (PBIS) framework to ensure positive student outcomes. *PLEASE BE ADVISED, registration and attendance in all three sessions of this professional learning series is strongly recommended.*
Virtual
2/27/2024
9:00 AM to 10:00 AM
Introduction to Culturally Responsive Sustaining Education
Spaces Remaining: 49
This package is intended to introduce participants to foundational elements of cultural responsiveness and explore the New York State Culturally Responsive-Sustaining Education Framework. In doing so, it is meant to facilitate connections between Cultural Responsiveness and meeting the needs of students with disabilities, while also providing an opportunity for critical reflection on the extent to which culturally responsive practices are present within their Educational Organization(s). '
Virtual- Microsoft Teams Webinar
2/27/2024
10:00 AM to 12:00 PM
LIT-Foundations of Effective Reading Instruction: Understanding the Science of Reading Part 1 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this training is to help participants gain a greater understanding of what the Science of Reading has determined to be the foundational skills that are needed in order to become a proficient reader. Participants will explore current instructional practices in reading and the impact it has on reading proficiency. The training will also provide context for the importance of effective reading instruction and the impact that it has on equity for all students. In order to overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading. We will take a look at some ineffective practices and why those may not be working, in order to realign our thinking and pedagogy to what is research-based and effective.
Virtual
2/28/2024
8:30 AM to 2:30 PM
Function Based Thinking (FBT): Applying a Proactive Process to Support Student Behavior in the Classroom/ In-Person Training / Bronx Regional Partnership Center
Spaces Remaining: 30
This training offers an overview of challenging behaviors, the behavior pathway, and the function-based thinking process. Function-based thinking is a Tier 1 support that can be used for all students, which requires teachers to informally gather data on student behavior, analyze the behavioral data and use the behavior pathway to determine the function of the behavior, and to match interventions to the function of the student’s behavior. Intended Audience: CPSE Administrators, DECE Support Staff (School Facing Coaches), School Administrators, School Psychologists, General Education Teachers, Special Education Teachers, Paraprofessionals any others interested.
1 Fordham Plaza Room 853
2/28/2024
9:00 AM to 3:00 PM
Best Practices in Academic Progress Monitoring: Effective Assessment for Improving Individual Student Outcomes ( FULL DAY training)| Staten Island RPC
Spaces Remaining: 46
The purpose of this full-day training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, and modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenters.
Virtual -Staten Island-District 31
2/28/2024
12:00 PM to 2:00 PM
Effective IEP Meetings | Staten Island RPC
Spaces Remaining: 49
This training addresses the role of the IEP Team's district representative to ensure that the meeting is conducted consistent with Federal, State and City regulations and in a manner that promotes meaningful participation of all members. This training will address skills and strategies necessary for District Representatives to manage challenging meetings in an effort to maintain student-centered discussion of the IEP, build consensus and promote student and parental participation.
Virtual -Staten Island-District 31
March
3/1/2024
1:00 PM to 2:00 PM
What SDI might look like in the classroom/Virtual Live Training/Manhattan RPC
Spaces Remaining: 50
'Participants will examine what SDI might look like in the classroom. The Next Steps with Specially Designed Instruction professional development training package is the second in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This advanced level training is intended participants’ knowledge of specially designed instruction and how SDI should be designed and developed based on individual student need to address their learning barriers. Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on individual student needs and characteristics. Intended Audience: The Next Steps with Specially Designed Instruction package should be delivered to: Special Education Teachers, CSE teams, General Education teachers who work with students with disabilities and any others interested in furthering their knowledge on specially designed instruction. The training is most applicable to those who will be engaging directly in designing, developing and delivering specially designed instruction to students with disabilities. '
Virtual
3/5/2024
10:00 AM to 12:00 PM
LIT-Foundations of Effective Reading Instruction: Understanding the Science of Reading Part 2 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this training is to help participants gain a greater understanding of what the Science of Reading has determined to be the foundational skills that are needed in order to become a proficient reader. Participants will explore current instructional practices in reading and the impact it has on reading proficiency. The training will also provide context for the importance of effective reading instruction and the impact that it has on equity for all students. In order to overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading. We will take a look at some ineffective practices and why those may not be working, in order to realign our thinking and pedagogy to what is research-based and effective.
Virtual
3/7/2024
8:30 AM to 2:30 PM
Part 2 of 2: The Language of Classroom Management: Promoting Positive Teacher-Student Interaction and Relationships | Staten Island RPC
Spaces Remaining: 50
This training is Part 2 of a 2 day training (2/6/24 & 3/7/24) that is designed for PreK -12th grade educators who would like to improve their classroom management skills by building relationships with their students and utilizing a variety of strategies to prevent, teach, and respond to behavior. Strategies include: 1) arranging the physical environment, 2) defining, teaching, and acknowledging expectations and rules, 3) defining and teaching classroom procedures and routines, 4) active supervision, 5) behavior specific praise, 6) response strategies for inappropriate behavior, 7) class-wide group contingencies, 8) multiple opportunities to respond. **MUST attend BOTH days**
TBD
3/7/2024
9:00 AM to 11:00 AM
How to Foster and Support Self-Determination in All Students, Virtual Training, Brooklyn RPC
Spaces Remaining: 100
'The purpose of this training is to foster and support the development of self-determination skills for students of all ages utilizing a collaborative school and family approach. It provides participants with foundational concepts, resources, and strategies to implement and incorporate practices that promote the development of self-determination throughout a student’s day and across all ages. This training is offered to wide audiences including but not limited to, general and special education teachers, general and special education administrators, related service personnel and school counselors.'
Virtual
3/7/2024
10:00 AM to 12:00 PM
Integrating Trauma-Sensitivity within a Positive Behavior Interventions and Supports (PBIS) Framework, Session 3/3 | Virtual Training | Manhattan RPC
Spaces Remaining: 97
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. Through this three-part professional learning series, participants will gain an understanding of what trauma is and how it affects learning. Participants will develop strategies to help build a school's trauma-sensitive support system and learn how they can integrate trauma-sensitive practices within a Positive Behavioral Interventions and Supports (PBIS) framework to ensure positive student outcomes. *PLEASE BE ADVISED, registration and attendance in all three sessions of this professional learning series is strongly recommended.*
Virtual
3/7/2024
10:00 AM to 12:00 PM
SET | NYSAA: Essential Information for Families | Part 1 | Virtual | Brooklyn RPC
Spaces Remaining: 200
The purpose of this training is to educate families of students with disabilities on the essential information of NYSAA including, what NYSAA is, what the test entails, and how it will affect a student's postsecondary planning. Additionally, the training will review all state assessment options, the eligibility and decision-making process, and graduation/student exit options.
Virtual
3/7/2024
12:00 PM to 3:00 PM
The Language of Classroom Management: Promoting Positive Teacher-Student Interactions and Relationships. : This is a 3-session Live Virtual training
Spaces Remaining: 49
***NOTE: Participants are expected to attend ALL sessions *** Part 2: March 14th, & Part 3: March 21st Effective classroom management is a precursor to successful academic instruction in the classroom. This professional learning series will explore evidence-based, instructionally-oriented interventions, practices, and strategies for effective behavior management within a multi-tiered support system (MTSS). The focus will be on universal (Tier 1) procedures that can be used to establish a positive and engaging classroom environment. Participants will learn behavior management strategies focusing on prevention, explicit instruction of behavior and social-emotional learning, and ways to effectively reinforce positive behaviors and respond to unwanted behaviors. In this three-session series, we will present the following classroom management strategies: Session 1: • Introduction to Behavior Basics • Arranging the physical • Defining, teaching, and acknowledging expectations and rules Session 2: • Defining and teaching classroom procedures and routines. • Active supervision • Providing behavior-specific praise Session 3: • Response Strategies for inappropriate behavior • Class-wide group contingencies • Multiple opportunities to respond Intended Audience: General and Special Education Teachers, Paraprofessionals, and Administrators. Designed for PreK-12th grade educators who want more information on positive behavior support– classroom management strategies.
Virtual
3/7/2024
2:15 PM to 3:15 PM
Co-teaching: A Comprehensive Approach, Part 1: Six Models of Co-teaching
Spaces Remaining: 40
The purpose of this training is to help participants gain a foundational understanding of co-teaching as a service delivery model and the six models used to implement it. The module will review the six models of co-teaching (one teach, one observe; station teaching; parallel teaching; alternative teaching; teaming; one teach, one assist). In New York state the co-teaching model is most often associated with the special education service integrated co-teaching. This model will be covered as well as the use of the co-teaching model among other service providers (e.g., ENL teachers, speech language pathologists etc.). Variations for use of the models will also be discussed throughout the training.
Virtual- Microsoft Teams Webinar
3/11/2024
1:00 PM to 3:00 PM
LIT | Teaming to Promote Literacy | IN PERSON D19 | Brooklyn
Spaces Remaining: 50
'**IN PERSON FOR D19, LOCATION TBA** This training is designed to facilitate the implementation of evidence-based literacy practices for all learners. The training is anchored to the Reading-Tiered Fidelity Inventory (v. 2.0; R-TFI), and instruction on its administration is threaded across the modules. The R-TFI and this training are closely aligned to a Multi-Tiered System of Support service delivery structure.'
3/11/2024
1:00 PM to 3:00 PM
TRANS | How to Foster and Support Self-Determination in All Students | Part 1 | In-Person | Brooklyn
Spaces Remaining: 50
**In Person for D23, Location TBA** Self-Determination is a research-based predictor of post-school success in the areas of education, employment, and independent living. The purpose of this training is to foster and support the development of self-determination skills for students of all ages utilizing a collaborative school and family approach. It provides participants with foundational concepts, resources, and strategies to implement and incorporate practices that promote the development of self-determination throughout a student’s day and across all ages. This training should be offered to wide audiences including but not limited to, general and special education teachers, general and special education administrators, related service personnel, school counselors, agency representatives, families, and students.'
3/11/2024
2:00 PM to 3:30 PM
The Career Development and Occupational Studies (CDOS) Learning Standards Across the Lifespan: Connecting Knowledge to Skills
Spaces Remaining: 45
Transition-focused education means that a fundamental purpose of the education students receive is to prepare them for life after high school. When we have transition-focused education, all aspects of the educational experience connect back to this goal; it is the fundamental basis of the education the student is receiving both in school and at home. Research indicates the development of self-determination skills can (should) begin early, and the development of career development skills should begin before high school.
Virtual- Microsoft Teams Webinar
3/12/2024
10:00 AM to 12:00 PM
LIT-Co-Teaching: A Comprehensive Approach Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this training is to help participants gain a foundational understanding of co-teaching as a service delivery model and the six models used to implement it. In New York State the co-teaching model is most often associated with the special education service integrated co-teaching. This model will be covered as well as the use of the co-teaching model among other service providers (e.g. English as a New Language [ENL] teachers, speech-language pathologists, etc.). Variations for use of the models will also be discussed throughout the training.
Virtual
3/12/2024
12:30 PM to 2:30 PM
SET - Leading the IEP Process | Annual Review | Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 49
Intended Audience: Special Education Teachers, Unit Coordinators, School Psychologists, CSE staff, Administrators of Special Education, Assistant Principals, Principals, and other staff that may serve as the IEP Team’s District Representative. This module addresses the specific responsibilities of the district representative and the IEP Team in relation to processes and procedures of the annual review. Participants will become familiar with the purpose of an annual review, notices related to the annual review, special factors and required considerations that are a part of the annual review process.
Virtual
3/13/2024
12:00 PM to 3:00 PM
Self Determination | Staten Island RPC
Spaces Remaining: 49
Self-Determination is a research-based predictor of post-school success in the areas of education, employment, and independent living. The purpose of this training is to foster and support the development of self-determination skills for students of all ages utilizing a collaborative school and family approach. It provides participants with foundational concepts, resources, and strategies to implement and incorporate practices that promote the development of self-determination throughout a student’s day and across all ages. The goals of this training are to ensure that participants will: -Recognize and identify the definition of self-determination and the elements that comprise self-determination -Access and utilize materials and resources to aid in the promotion of self-determination throughout the transition planning process -Identify strategies to support self-determination skill development for students across all ages and settings -Be able to apply and implement these concepts into practice to foster self-determination in all students
Virtual -Staten Island-District 31
3/13/2024
12:15 PM to 3:00 PM
Specially Designed Instruction for Administrators | Staten Island RPC
Spaces Remaining: 50
This training is intended to further develop administrator’s knowledge of SDI and how SDI should be designed and developed based on individual student need to address learning barriers. Administrators will be able to define SDI, recognize how to differentiate SDI from general education, identify what SDI looks like in the classroom setting, and gain necessary skills for supervision of implementation of SDI.
Virtual -Staten Island-District 31
3/19/2024
8:30 AM to 2:30 PM
Day 1: Using the FBA/BIP Process to Support Students Needing Intensive Intervention 3-Day (3/19/24, 3/21/24 & 3/26/24) | Staten Island RPC
Spaces Remaining: 50
Day 1 (3/19/2024) Part 1: Understanding the Behavior Pathway Build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway) Part 2: Conducting the Functional Behavior Assessment Understand and develop the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP Day 2 (3/21/2024) Part 3: Using the Competing Behavior Pathway to Develop the Behavior Intervention Plan Identify interventions based upon the Competing Behavior Pathway Day 3 (3/26/2024) Part 4: Implementation and Progress Monitoring of the Behavior Intervention Plan Develop the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan with regard to changes in both the problem and replacement/desired behaviors. **Must attend all 3days to receive CTLE credit**
3/19/2024
10:00 AM to 12:00 PM
LIT-Identifying and Intensifying Intervention: What to Do and How to Do It Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
• Participants will be able to identify and differentiate between skill-based, fluency-based, and performance-based interventions • Participants will learn when each of these approaches is appropriate, given the nature of the observed problem. • Participants will learn how to titrate the intensity of intervention to the learner as a response to instruction
Virtual
3/19/2024
2:00 PM to 4:00 PM
Introduction to the Behavior Pathway- Modules 2and 3
Spaces Remaining: 95
'Participants will learn about how to identify the different elements of the Behavior Pathway. and the interrelationships between the elements. Participants will also learn about how these interrelationships result in identifying the Function or Motivation of the problem behavior. The Function or students need is utilized to select high leverage behavioral strategies.. '
Virtual
3/20/2024
8:30 AM to 2:30 PM
Integrating Trauma Sensitivity within a Positive Behavior Interventions and Supports (PBIS) Framework / In Person Training | Bronx Regional Partnership Center
Spaces Remaining: 29
This training examines the ways in which a public health crisis, school crisis and/or types of civic unrest may be significant sources of stress and/or trauma for the students whom we support. Additionally, the training explores the biological, cognitive, emotional and behavioral effects of trauma on student development and the ways they in turn affect a student’s academic and behavioral functioning in the classroom. Participants will engage in content that explains how to use the data, systems, and practices components of a multi-tiered systems approach to behavior to provide differentiated evidence-based supports. Throughout this training participants will explore and determine if their school-wide Tier 1 practices reflect a trauma-sensitive approach to responding to student behavior. As a result of this training, participants will gain an understanding of what trauma is and how it affects learning. They will be able to apply several strategies to help build their school's trauma-sensitive support system. Participants will learn how district and school leaders can incorporate trauma-sensitive practices within a Positive Behavioral Interventions and Supports (PBIS) framework which ensures that trauma practices can be integrated into a system that links these efforts to student outcomes. Intended Audience: Administrators, Teachers, Special educational teachers, Support staff. The Location for this training will be room 750 on the the 7th floor. One Fordham Plaza, Bronx NY 10458
1 Fordham Plaza Room 853
3/21/2024
8:30 AM to 2:30 PM
Day 2: Using the FBA/BIP Process to Support Students Needing Intensive Intervention 3-Day (3/19/24, 3/21/24 & 3/26/24) | Staten Island RPC
Spaces Remaining: 50
*Participants must have attended Day 1 in order to attend this session* Day 2 (3/21/2024) Part 3: Using the Competing Behavior Pathway to Develop the Behavior Intervention Plan Identify interventions based upon the Competing Behavior Pathway Day 3 (3/26/2024) Part 4: Implementation and Progress Monitoring of the Behavior Intervention Plan Develop the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan with regard to changes in both the problem and replacement/desired behaviors. **Must attend all 3 days to receive CTLE credit**
3/21/2024
9:00 AM to 1:00 PM
Using the FBA/BIP Process to Support Students Needing Intensive Interventions, Session 1/3 | Virtual Training | Manhattan RPC
Spaces Remaining: 150
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This three-part professional learning series will help participants build fluency with the science of behavior, which provides the theoretical foundation on which Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) are based. Participants will acquire the skills necessary to conduct an FBA, and create, implement, and progress monitor a BIP. The training will ensure that these skills are align with the New York State Education Department P-12: Office of Special Education regulations, and New York City Chancellor's Regulations. *PLEASE BE ADVISED, registration and attendance in all three sessions of this professional learning series is strongly recommended.*
Virtual
3/21/2024
10:00 AM to 12:00 PM
IEP Writing | Part 1 | Virtual for district 13| Brooklyn RPC
Spaces Remaining: 200
Participants will develop their understanding of the components of a quality IEP designed to provide students with disabilities access to the general education curriculum. - Participants will develop and begin implementation of a quality IEP with effective SDI resulting in positive outcomes for students with disabilities and effective collaboration with the general education teachers.'
Virtual
3/22/2024
9:00 AM to 3:00 PM
Effective and Collaborative Implementation of Family Engagement Resources (for Parent Coordinators & Admin ONLY) | Staten Island RPC
Spaces Remaining: 50
In this training participants will: -Explore meaningful and equitable training resources/tools to support effective family engagement and communication. -Explore the use of critical thinking skills to deepen connection and understanding of the resources to support equitable collaborative family engagement. -Share examples of different resources that are designed to foster effective and equitable family engagements practices. -Use an assessment worksheet to help build capacity for reflection on resource designs and approaches for effective family engagement.
Virtual -Staten Island-District 31
3/22/2024
10:00 AM to 12:00 PM
SDI | NEXT STEPS WITH SPECIALLY DESIGNED INSTRUCTION | VIRTUAL | Brooklyn
Spaces Remaining: 50
* VIRTUAL for District 20 * The Next Steps? with? Specially Designed Instruction professional development training package is the second in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This ?advanced?level training is intended to?further?develop participants’ knowledge of?specially designed instruction?and how SDI?should?be designed and developed based on individual student need to?address their learning?barriers.??Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on?individual?student needs and characteristics.?'
Virtual
3/25/2024
1:00 PM to 3:00 PM
SET | NYSAA Foundational Content | Part 1 | Virtual | Brooklyn RPC
Spaces Remaining: 200
This training will provide foundational learning on New York State Alternate Assessment (NYSAA).
Virtual
3/26/2024
8:30 AM to 2:30 PM
Day 3:Using the FBA/BIP Process to Support Students Needing Intensive Intervention 3-Day (3/19/24, 3/21/24 & 3/26/24) | Staten Island RPC
Spaces Remaining: 50
*Registrants must have attended days 1 and 2 in order to attend this session* Day 3 (3/26/2024) Part 4: Implementation and Progress Monitoring of the Behavior Intervention Plan Develop the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan with regard to changes in both the problem and replacement/desired behaviors. **Must attend all 3 days to receive CTLE credit**
3/26/2024 9:00 AM
Identifying and Intensifying Interventions: What to Do and How to Do It | Staten Island RPC
Spaces Remaining: 48
This professional learning session provides an introduction to essential skills and knowledge necessary to match student needs to instruction/intervention, and to intensify that instruction based on data. Participants will learn to distinguish between skill-based, fluency-based, and performance-based learning deficits and to match interventions to those need areas. Additionally, participants will learn how to use data from progress monitoring to determine when to intensify interventions and specific, evidence-based strategies for doing so. .
Virtual -Staten Island-District 31
3/26/2024
9:00 AM to 10:00 AM
Values, Equity, and Cultural Responsiveness
Spaces Remaining: 48
This package contains materials that explore values as an element of culture. Educators and Educational Organizations will be asked to reflect on their values and to consider the connection between values, equity and the provision of services for students with disabilities. The package also contains tools for exploring values with students and families to foster cross-cultural exchanges between families and Educational Organizations.
Virtual- Microsoft Teams Webinar
3/26/2024
10:00 AM to 12:00 PM
LIT-Best Practices in Academic Progress Monitoring Introduction Part 1 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this 4 part training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenters. At the conclusion of this training, participants should be able to: 1. Describe the purpose of progress monitoring 2. Define progress monitoring 3. Identify the steps for implementing progress monitoring at the individual student level
Virtual
3/28/2024
10:00 AM to 12:00 PM
SET | Creating the IEP | Part 2 | In-Person | Brooklyn RPC
Spaces Remaining: 50
*Part 2 In-Person for D13, Location TBA* Participants will develop their understanding of the components of a quality IEP designed to provide students with disabilities access to the general education curriculum. - Participants will develop and begin implementation of a quality IEP with effective SDI resulting in positive outcomes for students with disabilities and effective collaboration with the general education teachers.''
April
4/2/2024
10:00 AM to 12:00 PM
LIT-Best Practices in Academic Progress Monitoring Introduction Part 2 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this 4 part training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenters. At the conclusion of this training, participants should be able to: 1. Describe the purpose of progress monitoring 2. Define progress monitoring 3. Identify the steps for implementing progress monitoring at the individual student level
Virtual
4/4/2024
9:00 AM to 1:00 PM
Understanding the Science of Reading | Staten Island RPC
Spaces Remaining: 50
In this training, participants will gain a greater understanding of what the science of reading has determined to be the foundational skills needed to become a proficient reader. Participants will explore current instructional practices in reading and the impact it has on reading proficiency scores. The training will also provide context for the importance of equity in reading instruction. Participants will list the skills that are essential for proficient reading and how to best teach those skills. They will also learn how to leverage key instructional areas to develop literacy proficiency. Participants will walk away with research-based instructional methods for their literacy teaching toolbox!
Virtual -Staten Island-District 31
4/4/2024
9:00 AM to 1:00 PM
Using the FBA/BIP Process to Support Students Needing Intensive Interventions, Session 2/3 | Virtual Training | Manhattan RPC
Spaces Remaining: 150
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This three-part professional learning series will help participants build fluency with the science of behavior, which provides the theoretical foundation on which Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) are based. Participants will acquire the skills necessary to conduct an FBA, and create, implement, and progress monitor a BIP. The training will ensure that these skills are align with the New York State Education Department P-12: Office of Special Education regulations, and New York City Chancellor's Regulations. *PLEASE BE ADVISED, registration and attendance in all three sessions of this professional learning series is strongly recommended.*
Virtual
4/4/2024
12:00 PM to 2:30 PM
Developmentally Appropriate Practice (DAP) for Preschool| 2-day Virtual Training| Bronx Regional Partnership Center
Spaces Remaining: 50
This professional learning is designed to help general and special education preschool teachers set up learning environments that are developmentally appropriate for preschool students with diverse needs and backgrounds. DAP involves an awareness of: • Age appropriateness / “typical” development • What the research says about how children this age learn best • Individual development – recognizing that each child develops uniquely and has individual strengths and needs • Cultural context - providing meaningful, relevant, and respectful learning experiences for each child and family Targeted Audience(s) Preschool educators, including teachers, administrators, assistants, aides, paraprofessionals, and clinical staff By the end of the training, participants will be able to: • Identify the three core considerations of Developmentally Appropriate Practice (DAP) • Identify typical developmental milestones for three-, four-, and five-year-old children • Identify six key guidelines for setting up a developmentally appropriate preschool classroom system • Identify practices/actions that they will introduce and modify in their settings to ensure their classrooms are developmentally appropriate ***CTLE Credit will be awarded***
Virtual
4/4/2024
2:15 PM to 3:15 PM
'Co-Teaching: A Comprehensive Approach, Part II: Planning for Instruction '
Spaces Remaining: 40
In educational research, co-teaching is referred to as the instructional methodology or structure that two teachers use. Co-planning is critical to the success of this teaching structure. The purpose of this training is to provide foundational knowledge for the effectiveness of purposeful co-planning. In addition, participants will gain knowledge about options for co- planning and apply the information to co-plan a lesson for current or future use. Co-teaching can be applied in any situation when two teachers provide instruction together. It is highly recommended that co-teaching teams attend together, although the information provided will benefit individual teacher practice as well.
Virtual- Microsoft Teams Webinar
4/5/2024
9:00 AM to 11:30 AM
Foundations of Effective Reading Instruction: Understanding the Science of Reading
Spaces Remaining: 50
The purpose of this training is to help participants gain a greater understanding of what the Science of Reading has determined to be the foundational skills that are needed in order to become a proficient reader. In this series, Participants will explore current instructional practices in reading and the impact it has on reading proficiency. The training will also provide context for the importance of effective reading instruction and the impact that it has on equity for all students. In order to overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading. We will take a look at some ineffective practices and why those may not be working, in order to realign our thinking and pedagogy to what is research-based and effective.
Virtual- Microsoft Teams Webinar
4/8/2024
2:00 PM to 3:30 PM
Developing an Effective Student Exit Summary
Spaces Remaining: 47
This training contains information on the development and provision of an effective exit summary for students. It will cover both the traditional exit summary and the exit summary provided with the Skills and Achievement Commencement Credential.
Virtual- Microsoft Teams Webinar
4/9/2024
10:00 AM to 12:00 PM
Creating Welcoming and Affirming Environments
Spaces Remaining: 49
'Creating Welcoming and Affirming Learning Environments is one of four high leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. When students feel like they belong at school, they have fewer absences, fewer disciplinary infractions, higher graduation rates, as well as increased engagement, self-esteem, and attitudes. ??Students with disabilities and students of different cultural backgrounds are less likely to feel like they have a positive relationship with their teacher and that their identities and abilities are valued and affirmed in school. '
Virtual- Microsoft Teams Webinar
4/9/2024
10:00 AM to 12:00 PM
LIT-Best Practices in Academic Progress Monitoring Introduction Part 3 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this 4 part training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenters. At the conclusion of this training, participants should be able to: 1. Describe the purpose of progress monitoring 2. Define progress monitoring 3. Identify the steps for implementing progress monitoring at the individual student level
Virtual
4/9/2024
2:00 PM to 4:00 PM
Using the Competing Behavior Pathway to Identify Interventions- Module 1
Spaces Remaining: 97
'In the Introduction to the Behavior Pathway: The Basis for Understanding Behavior and Behavior Supports training, participants learned how to accurately observe and understand a child’s challenging behavior, what environmental factors are triggering, maintaining and/or reinforcing it, and why the child is engaging in the behavior. This professional learning series will build upon that content to enable you to complete the Competing Behavior Pathway tool which helps educators and school providers to then identify and develop Prevent-Teach-Reinforce (PTR) intervention strategies for children in need of Tier-3 intensive behavioral support interventions. We further discuss the importance of the contextual fit of these interventions because it takes a team approach to develop and implement a PTR plan and to ensure that it will be implemented with fidelity. 'Participants will learn how to select function-based behavioral strategies, how to implement the strategies to fidelity and how to progress monitor PTR behavioral strategies to determine student learning and growth.
Virtual
4/10/2024
8:30 AM to 2:30 PM
The Language of Classroom Management Promoting Positive Teacher-Student Interaction and Relationships. | Bronx Regional Partnership Center
Spaces Remaining: 30
***NOTE: Participants are expected to attend ALL sessions *** Day 2: April 17th Effective classroom management is a precursor to successful academic instruction in the classroom. This professional learning series will explore evidence-based, instructionally-oriented interventions, practices, and strategies for effective behavior management within a multi-tiered support system (MTSS). The focus will be on universal (Tier 1) procedures that can be used to establish a positive and engaging classroom environment. Participants will learn behavior management strategies focusing on prevention, explicit instruction of behavior and social-emotional learning, and ways to effectively reinforce positive behaviors and respond to unwanted behaviors. In this three-session series, we will present the following classroom management strategies: Session 1: • Introduction to Behavior Basics • Arranging the physical • Defining, teaching, and acknowledging expectations and rules • Defining and teaching classroom procedures and routines. • Active supervision Session 2: • Providing behavior-specific praise • Response Strategies for inappropriate behavior • Class-wide group contingencies • Multiple opportunities to respond Intended Audience: General and Special Education Teachers, Paraprofessionals, and Administrators. Designed for PreK-12th grade educators who want more information on positive behavior support– classroom management strategies.
1 Fordham Plaza Room 853
4/11/2024
2:30 PM to 4:30 PM
NEXT STEPS WITH SPECIALLY DESIGNED INSTRUCTION | Part 2| Virtual Training| BROOKLYN RPC
Spaces Remaining: 100
'The Next Steps with Specially Designed Instruction professional development training package is the second in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This advanced level training is intended to further develop participants’ knowledge of specially designed instruction and how SDI should be designed and developed based on individual student need to address learning barriers. Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on individual student needs and characteristics. • Participants will be able define and describe specially designed instruction. • Participants will be able to identify what instructional strategies may work to close gaps based on different characteristics of each student. • Participants will be able to examine what SDI might look like in the classroom. • Participants will examine the elements of the IEP and recognize how and where SDI for the student should be included in the IEP. • Participants will be able to apply their knowledge of SDI to complete student summary sheets and write comprehensive IEPs. Case studies and activities will be used throughout the workshop so that participants can apply this knowledge to their work with students with disabilities. All case studies and the sample student IEP have intentionally been written to be gender neutral, using only student initials, in an effort to remove any pre-conceived determinations about the student and to focus solely on the strengths and needs presented when designed appropriate SDI. '
Virtual
4/12/2024
9:30 AM to 11:30 AM
Transition in the IEP Series
Spaces Remaining: 125
The purpose of Transition in the IEP Series is to gain an in-depth understanding of the transition planning process and the components within a transition IEP. Attendees will deepen their understanding of best practices and evidence-based strategies related to quality transition services and planning. Attendees will have the opportunity to engage in hands-on activities embedded throughout the training.
Virtual
4/18/2024
9:00 AM to 1:00 PM
Using the FBA/BIP Process to Support Students Needing Intensive Interventions, Session 3/3 | Virtual Training | Manhattan RPC
Spaces Remaining: 150
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This three-part professional learning series will help participants build fluency with the science of behavior, which provides the theoretical foundation on which Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) are based. Participants will acquire the skills necessary to conduct an FBA, and create, implement, and progress monitor a BIP. The training will ensure that these skills are align with the New York State Education Department P-12: Office of Special Education regulations, and New York City Chancellor's Regulations. *PLEASE BE ADVISED, registration and attendance in all three sessions of this professional learning series is strongly recommended.*
Virtual
4/18/2024
1:30 PM to 3:30 PM
SPECIALLY DESIGNED INSTRUCTION FOR ADMINISTRATORS | Virtual Training
Spaces Remaining: 200
The Specially Designed Instruction for Administrators professional development training package is the fifth in a suite of trainings on the development and use of SDI for students with disabilities. This training is intended to further develop administrator’s knowledge of SDI and how it should be designed and developed based on individual student need to address learning barriers. Administrators will be able to define SDI, recognize how to differentiate SDI from general education, identify what SDI looks like in the classroom setting, and gain necessary skills for supervision of implementation of SDI. This package is primarily designed to be delivered as a 2-3 hour in-person training; however, the training is structured to allow for online delivery based upon EO scheduling requirements. • Participants will be able to define SDI as described in Federal and New York State regulatory guidelines. • Participants will be able to differentiate SDI from general education instruction. • Participants will be able to identify what SDI looks like in the classroom in order to support the implementation of SDI in their building. • Participants will gain skills for supervision of SDI implementation. Case studies and activities will be used throughout the workshop so that participants can apply this knowledge to their work with teachers of students with disabilities. All case studies and the sample student Individualized Education Program (IEP) have intentionally been written to be gender neutral, using only student initials, in an effort to remove any pre-conceived determinations about the student and to focus solely on the strengths and needs presented when designing appropriate SDI.'
Virtual
4/19/2024
9:00 AM to 3:00 PM
Introduction to Culturally Responsive-Sustaining Education | Staten Island RPC
Spaces Remaining: 50
This PL is intended to introduce participants to foundational elements of cultural responsiveness and explore the New York State Culturally Responsive-Sustaining Education Framework. In doing so, it is meant to facilitate connections between Cultural Responsiveness and meeting the needs of students with disabilities, while also providing an opportunity for critical reflection on the extent to which culturally responsive practices are present within their Educational Organization(s). Expected Outcomes · Explore foundational elements of culture and Culturally Responsive Education · Reflect on personal culture & experiences · Become familiar with the NYSED Culturally Responsive-Sustaining Education Framework · Reflect on the ways practices & approaches outlined in the NYSED CRSE Framework are present within your Educational Organization (EO)
Virtual -Staten Island-District 31
4/19/2024
12:00 PM to 3:00 PM
Developing Standards Based IEPs | Staten Island RPC
Spaces Remaining: 24
This professional learning event explores developing IEPs that are aligned both to individual student need and state standards.
Virtual
4/19/2024
12:00 PM to 3:00 PM
Overview of Specially Designed Instruction | Staten Island RPC
Spaces Remaining: 50
This introductory training is intended to develop participants’ working knowledge of the components of SDI, the rationale for using SDI, using SDI alongside other instructional strategies, and selecting appropriate SDI based upon student needs and characteristics.
Virtual -Staten Island-District 31
4/24/2024
12:00 PM to 2:30 PM
SET - Developing Standards-Based IEPs | Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 38
Intended Audience: Bronx General and Special Education Teachers, Psychologists, Related Service providers, CSE/CPSE staff, and Administrators. In this session, participants will gain an understanding of how to develop an IEP with the incorporation of grade-level standards to help students receive specially designed instruction necessary to access their grade-level curriculum. Participants must have attended Creating the IEP sessions first and have an understanding of the foundational pieces that make up an IEP. Participants will: - Improve the development of IEPs, participants will gain an understanding of how to develop an IEP with the incorporation of grade-level standards to help students receive specially designed instruction necessary to access their grade-level curriculum. - Develop and begin implementation of a quality IEP with effective SDI resulting in positive outcomes for students with disabilities and effective collaboration with the general education teachers.'
Virtual
4/30/2024
9:00 AM to 12:00 PM
Using the FBA/BIP Process to Support Students Needing Intensive Intervention | In-Person D20 | THREE-PART SERIES
Spaces Remaining: 40
'** IN PERSON FOR D20, LOCATION TBA** This multi-part series designed for school-level teams, special and general education teachers, school psychologists, social workers, paraprofessionals, and related service providers will provide the theoretical foundation on Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs). Participants will also develop concrete skills to complete FBAs and create effective behavior intervention plans to improve attendance, promote academic success, and reduce suspension rates. Participants registered for this training series agree to attend ALL meeting dates: 4/30/24 5/7/24 5/14/24'
May
5/2/2024
9:30 AM to 12:00 PM
The Language of Classroom Management: Promoting Positive Teacher-Student Interactions and Relationships | Part 1/3 | Virtual Training | Manhattan RPC
Spaces Remaining: 149
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. Effective classroom management is a precursor to successful academic instruction in the classroom. This three-part professional learning series offered by the Manhattan Regional Partnership Centers will explore evidence-based, instructionally oriented interventions, practices, and strategies for effective behavior management within multiple tiers of systemic of support. The focus will be on universal (Tier 1) procedures that can be used to establish a positive and engaging classroom environment. Participants will learn behavior management strategies that focus on prevention, explicit instruction of behavior and social emotional learning, as well as ways to effectively reinforce positive behaviors and respond to unwanted behaviors. During the first session of this series, we will provide an overview of the tiered framework and delve into best practices in arranging the physical environment, as well as defining, teaching, and acknowledging expectations and rules within the classroom setting. Session two will cover best practices in defining and teaching classroom procedures and routines, active supervision, as well as behavior specific praise. Lastly, the third session of the series will explore best practices in responding to inappropriate behavior, integrating class-wide group contingencies, and engaging students through multiple opportunities to respond. Participation in all sessions of the series is highly recommended.
Virtual
5/2/2024
2:15 PM to 3:15 PM
The Educational Benefit IEP Reflection: Strategies for Improving Education Programs and Decision Making at the Committee on Special Education and IEP Teams
Spaces Remaining: 39
The Educational Benefit IEP Reflection: Strategies for Improving Education Programs and Decision Making at the Committee on Special Education (CSE) professional development training package is intended to build awareness that student growth should be reflected across multiple years of Individualized Education Programs (IEPs). Furthermore, it is intended to guide participants to the realization that throughout the IEP there should be indicators of how the student learns, what their needs are, and the specialized instruction that their disability requires.Objectives: • Participants will learn the historical context around Educational Benefit. • Participants will understand what constitutes Educational Benefit. • Participants will perform a replicable process for reviewing IEPs
Virtual- Microsoft Teams Webinar
5/3/2024
9:00 AM to 11:30 AM
Phonological Awareness: Establishing the Foundations for Reading Success
Spaces Remaining: 50
The purpose of this training is to help participants gain a greater understanding of what the Science of Reading has determined to be the foundational skills that are needed in order to become a proficient reader. In this series, Participants will explore current instructional practices in reading and the impact it has on reading proficiency. The training will also provide context for the importance of effective reading instruction and the impact that it has on equity for all students. In order to overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading. We will take a look at some ineffective practices and why those may not be working, in order to realign our thinking and pedagogy to what is research-based and effective.
Virtual- Microsoft Teams Webinar
5/6/2024
2:00 PM to 3:30 PM
Agency 101
Spaces Remaining: 47
This training will familiarize participants with adult service agencies, how to access them, and for whom each is most appropriate.
Virtual- Microsoft Teams Webinar
5/7/2024
10:00 AM to 11:00 AM
LIT-Best Practices in Academic Progress Monitoring Introduction Part 4 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this 4 day training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenters. At the conclusion of this training, participants should be able to: 1. Describe the purpose of progress monitoring 2. Define progress monitoring 3. Identify the steps for implementing progress monitoring at the individual student level
Virtual
5/7/2024
12:30 PM to 2:30 PM
SET - Leading the IEP Process | Reevaluation |Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 50
Intended Audience: Special Education Teachers, Unit Coordinators, School Psychologists, CSE staff, Administrators of Special Education, Assistant Principals, Principals, and other staff that may serve as the IEP Team’s District Representative. This module addresses the specific responsibilities of the IEP team in relation to the reevaluation process. Participants will become familiar with procedures and circumstances that warrant a reevaluation of a student’s special education programs and services.
Virtual
5/9/2024
12:00 PM to 2:30 PM
Alternatives to Suspension/ 3-day Virtual Training| BRONX Regional Partnership Center
Spaces Remaining: 30
***This is a 3-day training and participants are required to attend all sessions.*** Session dates are May 9th, 16th & 23rd. The issue of in and out-of-school suspensions of students, including students with disabilities, who demonstrate escalated classroom behavior, has become controversial and divisive leaving many staff members at odds. This two-day training is designed for building level administrators, teachers, school psychologists and counselors and is intended to help participants understand that exclusionary practices have significant short and long-term negative effects on academic, social-emotional, health and wellness, and family outcomes of students. The training will highlight alternative approaches to discipline that lead to improved student outcomes. Participants will ground themselves in a common understanding of suspension, removal, and discipline, as well as influences, impacts, policies, and procedures that contribute to the on-going suspension crisis in schools today. Throughout these two days, participants will learn and explore effective research-based strategies for responding to student behavior and appropriate alternatives to suspension, which have significantly fewer negative impacts on student or family outcomes. Throughout this training there will be several resources that will be provided and referenced, so participants should bring their laptops or tablets to access the materials. Expected outcomes: Participants will be understanding the purpose of using alternatives to suspension. They will gain knowledge of the recent research on school suspensions, examine scenarios when alternatives to suspension may be used to change behavior, learn how a systemic change on the approach to discipline and problem behavior can affect school climate, and learn about practical, replicable, research-based strategies to use as effective and proactive alternatives to suspension.
Virtual
5/9/2024
2:30 PM to 4:30 PM
NEXT STEPS WITH SPECIALLY DESIGNED INSTRUCTION- IN PERSON | District 17 | BROOKLYN RPC
Spaces Remaining: 50
'The Next Steps with Specially Designed Instruction professional development training package is the second in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This advanced level training is intended to further develop participants’ knowledge of specially designed instruction and how SDI should be designed and developed based on individual student need to address learning barriers. Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on individual student needs and characteristics. • Participants will be able define and describe specially designed instruction. • Participants will be able to identify what instructional strategies may work to close gaps based on different characteristics of each student. • Participants will be able to examine what SDI might look like in the classroom. • Participants will examine the elements of the IEP and recognize how and where SDI for the student should be included in the IEP. • Participants will be able to apply their knowledge of SDI to complete student summary sheets and write comprehensive IEPs. Case studies and activities will be used throughout the workshop so that participants can apply this knowledge to their work with students with disabilities. All case studies and the sample student IEP have intentionally been written to be gender neutral, using only student initials, in an effort to remove any pre-conceived determinations about the student and to focus solely on the strengths and needs presented when designed appropriate SDI. '
5/13/2024
1:00 PM to 3:00 PM
'LIT | Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning | Part 1 | Virtual| Brooklyn '
Spaces Remaining: 100
'This explicit instruction training package is intended to support participants’ knowledge of explicit instruction and teachers’ abilities to effectively implement explicit instruction. Explicit instruction is a high leverage practice that has proven to be effective for special education students. Research has shown higher achievement results for students with disabilities in both reading and math after receiving explicit instruction. '
Virtual
5/14/2024
10:00 AM to 12:00 PM
LIT-Explicit Vocabulary Instruction for Teachers Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
This training will show participants how to embed explicit vocabulary instruction into primarily Tier I instruction: • Participants will be able to explain the importance of robust vocabulary instruction for students in the elementary grades. • Participants will understand how explicit instruction can be applied to vocabulary instruction. • Participants will be able to describe key features of vocabulary instruction and identify ways to incorporate vocabulary instruction into different parts of the school day.
Virtual
5/14/2024
2:00 PM to 4:00 PM
Utilizing the Competing Behavior Pathway to Identify Interventions- Module 2
Spaces Remaining: 98
'In the Introduction to the Behavior Pathway: The Basis for Understanding Behavior and Behavior Supports training, participants learned how to accurately observe and understand a child’s challenging behavior, what environmental factors are triggering, maintaining and/or reinforcing it, and why the child is engaging in the behavior. This professional learning series will build upon that content to enable you to complete the Competing Behavior Pathway tool which helps educators and school providers to then identify and develop Prevent-Teach-Reinforce (PTR) intervention strategies for children in need of Tier-3 intensive behavioral support interventions. We further discuss the importance of the contextual fit of these interventions because it takes a team approach to develop and implement a PTR plan and to ensure that it will be implemented with fidelity. 'Participants will learn how to select function-based behavioral strategies, how to implement the strategies to fidelity and how to progress monitor PTR behavioral strategies to determine student learning and growth.
Virtual
5/15/2024
8:30 AM to 2:30 PM
Discipline Procedures for Students with Disabilities/ In-Person Training| BRONX Regional Partnership Center
Spaces Remaining: 30
This one-day training, is designed for district/building level administrators (superintendents, directors of special education, directors of pupil personnel services, CSE chairpersons, principals, assistant principals, deans of students, etc.) to gain a better understanding of the process related to discipline for students with disabilities as per the Part 201 of the Commissioner's Regulations. This professional development supports the administrator’s understanding of the regulatory requirements and the administrative responsibilities, as they relate to discipline, and are aligned to state law to ensure district/school compliance. Participants will increase their knowledge of policies, regulations, and best practices related to suspension, removal, and behavioral supports related to implementing discipline for students with disabilities. Expected outcomes: District and building leadership will understand the principles and guidance put forth in IDEA 2004 and NYS Part 201 regulations regarding the discipline of students with disabilities. District and building leaders will be better able to implement practices within their districts that are aligned with regulations. ***CTLE Credit will be awarded***
1 Fordham Plaza, Room 820
5/15/2024
12:15 PM to 3:00 PM
Next Steps for Specially Designed Instruction | Staten Island RPC
Spaces Remaining: 50
This advanced level training is intended to further develop participants’ knowledge of specially designed instruction and how SDI should be designed and developed based on individual student need. Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on individual student needs and characteristics.
Virtual -Staten Island-District 31
5/21/2024
10:00 AM to 12:00 PM
LIT-Foundations of Effective Reading Instruction: Understanding the Science of Reading Part 1 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this training is to help participants gain a greater understanding of what the Science of Reading has determined to be the foundational skills that are needed in order to become a proficient reader. Participants will explore current instructional practices in reading and the impact it has on reading proficiency. The training will also provide context for the importance of effective reading instruction and the impact that it has on equity for all students. In order to overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading. We will take a look at some ineffective practices and why those may not be working, in order to realign our thinking and pedagogy to what is research-based and effective.
Virtual
5/23/2024
9:30 AM to 12:00 PM
The Language of Classroom Management: Promoting Positive Teacher-Student Interactions and Relationships | Part 2/3 | Virtual Training | Manhattan RPC
Spaces Remaining: 149
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. Effective classroom management is a precursor to successful academic instruction in the classroom. This three-part professional learning series offered by the Manhattan Regional Partnership Centers will explore evidence-based, instructionally oriented interventions, practices, and strategies for effective behavior management within multiple tiers of systemic of support. The focus will be on universal (Tier 1) procedures that can be used to establish a positive and engaging classroom environment. Participants will learn behavior management strategies that focus on prevention, explicit instruction of behavior and social emotional learning, as well as ways to effectively reinforce positive behaviors and respond to unwanted behaviors. During the first session of this series, we will provide an overview of the tiered framework and delve into best practices in arranging the physical environment, as well as defining, teaching, and acknowledging expectations and rules within the classroom setting. Session two will cover best practices in defining and teaching classroom procedures and routines, active supervision, as well as behavior specific praise. Lastly, the third session of the series will explore best practices in responding to inappropriate behavior, integrating class-wide group contingencies, and engaging students through multiple opportunities to respond. Participation in all sessions of the series is highly recommended.
Virtual
5/24/2024
9:00 AM to 3:00 PM
Fundamentals of Equity: Exploring Equity and Cultural Responsiveness | Staten Island RPC
Spaces Remaining: 50
This professional learning is designed to build a foundational understanding of equity and cultural responsiveness. Overall, the aim is to ensure that participants establish a common vocabulary while beginning to interrogate their personal, professional, and institutional capacity within these two areas.
Virtual -Staten Island-District 31
5/24/2024
9:00 AM to 1:00 PM
Phonological Awareness: Establishing the Foundations for Reading Success | Staten Island RPC
Spaces Remaining: 50
The Phonological Awareness: Establishing the Foundations for Reading Success training dives deeper into one of the key instructional areas of reading: phonological awareness. Participants will learn what phonological awareness is, what reading science can teach us about the critical phonological skills that students need to learn, and how best to teach these skills to support overall reading development. Additionally, information about how to use assessment to optimize student instruction in this area will be provided. The training will provide context for the importance of high-quality phonological awareness instruction to issues of equity, legal responsibilities around providing instruction aligned with the science of reading, and how to support students with diverse learning needs. Participants will be able to: Describe the legal and ethical importance of providing scientific research-based instruction in phonological awareness Define phonological awareness and describe why it is important to overall reading development Explain when and how to teach phonological awareness according to our current knowledge of the science of reading Identify ways in which classroom assessments can be used to improve phonological awareness instruction and student outcomes Describe ways in which students with diverse backgrounds and learning needs can be provided with individualized phonological awareness support
Virtual -Staten Island-District 31
5/28/2024
10:00 AM to 12:00 PM
LIT-Foundations of Effective Reading Instruction: Understanding the Science of Reading Part 2 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this training is to help participants gain a greater understanding of what the Science of Reading has determined to be the foundational skills that are needed in order to become a proficient reader. Participants will explore current instructional practices in reading and the impact it has on reading proficiency. The training will also provide context for the importance of effective reading instruction and the impact that it has on equity for all students. In order to overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading. We will take a look at some ineffective practices and why those may not be working, in order to realign our thinking and pedagogy to what is research-based and effective.
Virtual
June
6/4/2024
9:00 AM to 12:00 PM
Transition Assessments | Staten Island RPC
Spaces Remaining: 50
This training provides an overview of career development theory and the law and regulations requiring transition assessment. A variety of assessments related to each of the measurable postsecondary goal areas of Employment/Training, and Independent Living to assist students in developing increased self-awareness and career paths will be explored Participants will: -Identify what transition is and why it’s important -Learn basic career development theory -Identify New York state (NYS) regulations related to transition assessment -Identify assessments with ample validity and reliability evidence Participants will explore: -Assessments for education and training -Self-Awareness and Career awareness -Assessments that generalize across areas -Assessments for students would want to attend college -Assessments for students who want to immediately enter the workforce -Assessments for employment -Employment assessment apps -Assessments for independent living
Virtual -Staten Island-District 31
6/4/2024
10:00 AM to 12:00 PM
LIT-Co-Teaching: A Comprehensive Approach Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this training is to help participants gain a foundational understanding of co-teaching as a service delivery model and the six models used to implement it. In New York State the co-teaching model is most often associated with the special education service integrated co-teaching. This model will be covered as well as the use of the co-teaching model among other service providers (e.g. English as a New Language [ENL] teachers, speech-language pathologists, etc.). Variations for use of the models will also be discussed throughout the training.
Virtual
6/4/2024
12:30 PM to 2:30 PM
SET - Leading the IEP Process | Effective Meetings | Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 50
This module addresses the role of the District Representative of the IEP Team and prepares them to oversee the IEP meeting. Participants will be able to utilize facilitator and leadership skills to focus the meeting on the needs of the student, understand regulations that govern IEP meetings, and encourage the student and their parents to participate in a meaningful way. Intended Audience: Bronx Special Education Teachers, General Education Teachers, School Psychologists, CSE/CPSE staff, Administrators of Special Education, Principals, and staff that serve as District Representative.
Virtual
6/5/2024
8:30 AM to 2:30 PM
Day 1 Using the FBA and BIP Process to Support Students Needing Intensive Intervention| In-Person Training | BRONX Regional Partnership Center
Spaces Remaining: 35
'***NOTE: This is a 3-day In-Person training, participants are expected to attend ALL sessions. *** Description Intended Audience: Implementation Teams consisting of (General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators). This series focuses on understanding the FBA, BIP and Progress Monitoring process as it relates to the NYS Part 200 regulations. The goals of this series are to understand the Behavior Pathway and build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway). Learn how to conduct a Functional Behavior Assessment (FBA), understanding and developing the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP. How to use a Competing Behavior Pathway to Develop the Behavior Intervention Plan (BIP), identifying interventions based upon the Competing Behavior Pathway. And, finally, learn how to implement and progress monitor the Behavior Intervention Plan, developing the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan regarding changes in both the problem and replacement/desired behaviors. Day 1: • Regulations, • Teaming, • Behavior Pathway • Hypothesis Day 2: • Indirect Data Collection • Desired and Replacement Behavior • Behavior Intervention Strategies Day 3: • Progress Monitoring of Outcomes and Fidelity of Implementation • Direct Data Collection
1 Fordham Plaza, Room 820
6/6/2024
9:00 AM to 12:00 PM
Explicit Vocabulary Instruction/Virtual Training
Spaces Remaining: 50
'PD on embedding explicit vocabulary instruction into primarily Tier I instruction: • Participants will be able to explain the importance of robust vocabulary instruction for students in the elementary grades. • Participants will understand how explicit instruction can be applied to vocabulary instruction. • Participants will be able to describe key features of vocabulary instruction and identify ways to incorporate vocabulary instruction into different parts of the school day.'
Virtual
6/6/2024
9:00 AM to 11:00 AM
Function Based Thinking: Applying a Proactive Process to Support Student Behavior in the Classroom | VIRTUAL TRAINING | Brooklyn
Spaces Remaining: 50
'**VIRTUAL TRAINING for District 14** This training designed for K-12 educators, including general and special education teachers, related service providers, and school/district administrators, will offer an overview description of challenging behaviors, the behavior pathway, and the function-based thinking process. Participants will be able to describe challenging behaviors, understand the behavior pathway and use it to determine the function of behaviors, and use the function-based thinking process to prevent or extinguish unwanted behaviors by selecting intervention measures that meet the function of the behavior.'
Virtual
6/6/2024
9:00 AM to 10:00 AM
Fundamentals of Equity
Spaces Remaining: 50
This professional learning package is designed to build a foundational understanding of equity and cultural responsiveness. Overall, the aim is to ensure that participants establish a common vocabulary while beginning to interrogate their personal, professional, and institutional capacity within these two areas.
Virtual- Microsoft Teams Webinar
6/6/2024
11:00 AM to 1:00 PM
How to Foster and Support Self-Determination in All Students
Spaces Remaining: 97
Self-Determination is a research-based predictor of post-school success in the areas of education, employment, and independent living. The purpose of this training is to foster and support the development of self-determination skills for students of all ages utilizing a collaborative school and family approach. It provides participants with foundational concepts, resources, and strategies to implement and incorporate practices that promote the development of self-determination throughout a student’s day and across all ages.
Virtual- Microsoft Teams Webinar
6/6/2024
12:00 PM to 2:30 PM
Discipline Procedures for Students with Disabilities/ 2-day Virtual Training| BRONX Regional Partnership Center
Spaces Remaining: 50
This 2-day training, is designed for district/building level administrators (superintendents, directors of special education, directors of pupil personnel services, CSE chairpersons, principals, assistant principals, deans of students, etc.) to gain a better understanding of the process related to discipline for students with disabilities as per the Part 201 of the Commissioner's Regulations. This professional development supports the administrator’s understanding of the regulatory requirements and the administrative responsibilities, as they relate to discipline, and are aligned to state law to ensure district/school compliance. Participants will increase their knowledge of policies, regulations, and best practices related to suspension, removal, and behavioral supports related to implementing discipline for students with disabilities. Expected outcomes: District and building leadership will understand the principles and guidance put forth in IDEA 2004 and NYS Part 201 regulations regarding the discipline of students with disabilities. District and building leaders will be better able to implement practices within their districts that are aligned with regulations. ***CTLE Credit will be awarded***
Virtual
6/6/2024
12:15 PM to 3:00 PM
Specially Designed Instruction for Administrators | Staten Island RPC
Spaces Remaining: 50
This training is intended to further develop administrator’s knowledge of SDI and how SDI should be designed and developed based on individual student need to address learning barriers. Administrators will be able to define SDI, recognize how to differentiate SDI from general education, identify what SDI looks like in the classroom setting, and gain necessary skills for supervision of implementation of SDI.
Virtual -Staten Island-District 31
6/6/2024
1:00 PM to 3:00 PM
Utilizing the Competing Behavior Pathway to Identify Interventions- Module 3
Spaces Remaining: 198
'In the Introduction to the Behavior Pathway: The Basis for Understanding Behavior and Behavior Supports training, participants learned how to accurately observe and understand a child’s challenging behavior, what environmental factors are triggering, maintaining and/or reinforcing it, and why the child is engaging in the behavior. This professional learning series will build upon that content to enable you to complete the Competing Behavior Pathway tool which helps educators and school providers to then identify and develop Prevent-Teach-Reinforce (PTR) intervention strategies for children in need of Tier-3 intensive behavioral support interventions. We further discuss the importance of the contextual fit of these interventions because it takes a team approach to develop and implement a PTR plan and to ensure that it will be implemented with fidelity. 'Participants will learn how to select function-based behavioral strategies, how to implement the strategies to fidelity and how to progress monitor PTR behavioral strategies to determine student learning and growth.
Virtual
6/12/2024
8:30 AM to 2:30 PM
Day 2 Using the FBA and BIP Process to Support Students Needing Intensive Intervention| In-Person Training | BRONX Regional Partnership Center
Spaces Remaining: 30
Each Day is a Separate Registration Day 3: June 19 '***NOTE: This is a 3-day In-Person training, participants are expected to attend ALL sessions. *** Description Intended Audience: Implementation Teams consisting of (General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators). This series focuses on understanding the FBA, BIP and Progress Monitoring process as it relates to the NYS Part 200 regulations. The goals of this series are: to understand the Behavior Pathway and build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway). Learn how to conduct a Functional Behavior Assessment (FBA), understanding and developing the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP. How to use a Competing Behavior Pathway to Develop the Behavior Intervention Plan (BIP), identifying interventions based upon the Competing Behavior Pathway. And, finally, learn how to implement and progress monitor the Behavior Intervention Plan, developing the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan regarding changes in both the problem and replacement/desired behaviors. Day 1: • Regulations, • Teaming, • Behavior Pathway • Hypothesis Day 2: • Indirect Data Collection • Desired and Replacement Behavior • Behavior Intervention Strategies Day 3: • Progress Monitoring of Outcomes and Fidelity of Implementation • Direct Data Collection'
1 Fordham Plaza, Room 820
6/12/2024
12:00 PM to 2:00 PM
Effective IEP Meetings | Staten Island RPC
Spaces Remaining: 50
This training addresses the role of the IEP Team's district representative to ensure that the meeting is conducted consistent with Federal, State and City regulations and in a manner that promotes meaningful participation of all members. This training will address skills and strategies necessary for District Representatives to manage challenging meetings in an effort to maintain student-centered discussion of the IEP, build consensus and promote student and parental participation.
Virtual -Staten Island-District 31
6/13/2024
9:00 AM to 11:00 AM
Individualized Education Program (IEP Development)
Spaces Remaining: 40
IEPs are required by the federal Individuals with Disabilities Education Act (IDEA) and Part 200 of the Regulations of the Commissioner of Education. This training was created to convey that IEP development is a child-centered, sequential process that is outcome-oriented. The participation of the student and parent in IEP development is necessary and contributes to a better-quality process and outcome. Free Appropriate Public Education (FAPE) is an IDEA standard intended to drive the design of individualized instruction with sufficient supports and services to enable the student to receive educational benefits. IEPs are evaluated based on their ability to deliver educational benefits
Virtual- Microsoft Teams Webinar
6/13/2024
9:30 AM to 12:00 PM
The Language of Classroom Management: Promoting Positive Teacher-Student Interactions and Relationships | Part 3/3 | Virtual Training | Manhattan RPC
Spaces Remaining: 149
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. Effective classroom management is a precursor to successful academic instruction in the classroom. This three-part professional learning series offered by the Manhattan Regional Partnership Centers will explore evidence-based, instructionally oriented interventions, practices, and strategies for effective behavior management within multiple tiers of systemic of support. The focus will be on universal (Tier 1) procedures that can be used to establish a positive and engaging classroom environment. Participants will learn behavior management strategies that focus on prevention, explicit instruction of behavior and social emotional learning, as well as ways to effectively reinforce positive behaviors and respond to unwanted behaviors. During the first session of this series, we will provide an overview of the tiered framework and delve into best practices in arranging the physical environment, as well as defining, teaching, and acknowledging expectations and rules within the classroom setting. Session two will cover best practices in defining and teaching classroom procedures and routines, active supervision, as well as behavior specific praise. Lastly, the third session of the series will explore best practices in responding to inappropriate behavior, integrating class-wide group contingencies, and engaging students through multiple opportunities to respond. Participation in all sessions of the series is highly recommended.
Virtual
6/14/2024
8:30 AM to 2:30 PM
Function Based Thinking (FBT): Applying a Proactive Process to Support Student Behavior in the Classroom | Staten Island RPC
Spaces Remaining: 49
Participants will learn to describe challenging behaviors; understand the behavior pathway and use it to determine the function of behavior and understand and engage with the function based thinking process to prevent or extinguish unwanted behaviors.
Virtual -Staten Island-District 31
6/14/2024
9:00 AM to 3:00 PM
Creating Welcoming and Affirming Learning Environments | Staten Island RPC
Spaces Remaining: 50
Creating Welcoming and Affirming Learning Environments is one of four high leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. When students feel like they belong at school, they have fewer absences, fewer disciplinary infractions, higher graduation rates, as well as increased engagement, self-esteem, and attitudes. Students with disabilities and students of different cultural backgrounds are less likely to feel like they have a positive relationship with their teacher and that their identities and abilities are valued and affirmed in school. By the end of this training, participants will: *Understand how a welcoming and affirming learning environment improves student outcomes * Better understand their own identities and how those identities shape their relationships and experiences * Develop strategies for creating a welcoming and affirming learning environment * Identify 2-3 next steps for ongoing professional learning
Virtual -Staten Island-District 31
6/18/2024
9:00 AM to 1:00 PM
Fundamentals of Explicit Instruction | Staten Island RPC
Spaces Remaining: 50
This explicit instruction training package is intended to support participants’ knowledge of explicit instruction and teachers’ abilities to effectively implement explicit instruction. Explicit instruction is a high leverage practice that has proven to be effective for special education students. Research has shown higher achievement results for students with disabilities in both reading and math after receiving explicit instruction.The Explicit Instruction: An Evidence-Based Strategy for Effective and Long-Term Learning training was developed to help participants gain a greater understanding of the instructional practice of explicit instruction and how to effectively implement with students. Explicit instruction is a high leverage practice for special education and considered to be the foundation of specially designed instruction (SDI). Participants will: Learn the definition of the instructional practice of explicit instruction and why we should use explicit instruction. • Understand research supporting explicit instruction use and how it benefits students. • Be able to define and describe the five essential practices & other common elements of explicit instruction. • Explore resources designed to support effective explicit instruction implementation.
Virtual -Staten Island-District 31
6/19/2024
8:30 AM to 2:30 PM
Day 3 Using the FBA and BIP Process to Support Students Needing Intensive Intervention| In-Person Training| BRONX Regional Partnership Center
Spaces Remaining: 35
'***NOTE: This is a 3-day In-Person training, participants are expected to attend ALL sessions. *** Description Intended Audience: Implementation Teams consisting of (General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators). This series focuses on understanding the FBA, BIP and Progress Monitoring process as it relates to the NYS Part 200 regulations. The goals of this series are: to understand the Behavior Pathway and build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway). Learn how to conduct a Functional Behavior Assessment (FBA), understanding and developing the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP. How to use a Competing Behavior Pathway to Develop the Behavior Intervention Plan (BIP), identifying interventions based upon the Competing Behavior Pathway. And, finally, learn how to implement and progress monitor the Behavior Intervention Plan, developing the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan regarding changes in both the problem and replacement/desired behaviors. Day 1: • Regulations, • Teaming, • Behavior Pathway • Hypothesis Day 2: • Indirect Data Collection • Desired and Replacement Behavior • Behavior Intervention Strategies Day 3: • Progress Monitoring of Outcomes and Fidelity of Implementation • Direct Data Collection'
1 Fordham Plaza, Room 820