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
Event is Full
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
November
11/19/2021
12:15 AM to 12/31/2022 11:45 PM
Progress Monitoring IEP Goals
Spaces Remaining: 31575
Progress must be monitored and reported on every IEP goal. In this asynchronous session, participants will: -Define progress monitoring and the role it plays towards student achievement -Practice progress monitoring IEP Goals -Review progress reported in SESIS, determine baseline/current performance -Review expectations for documenting progress in SESIS and quality indicators for reporting progress to parents Intended Audience: special education teachers, general education teachers, administrators, school psychologists, related service providers, any educators who engage directly in monitoring progress on students' IEP goals or who are interested in learning essential knowledge and skills for monitoring progress on IEP goals PLEASE NOTE: ***NO CTLE CREDIT WILL BE AWARDED*** ***Webinar can be viewed at your convenience, once webinar link is sent after registration***
Virtual
11/30/2022
2:30 PM to 3:30 PM
BSE Series: Lexia Learning Core 5 (Grades K-5)
Spaces Remaining: 36
We are excited to announce that Bilingual Special Education students in program schools (Districts 1-32) will have access to Lexia Learning at no cost. Lexia is an online tool that can provide online literacy instruction to support remote instruction. Lexia’s can also be used as a blended learning instructional model supports extension into students’ regular school day programs. Furthermore, Lexia has embedded language supports that are available to scaffold instruction for English Language Learners. In order to gain access to Lexia Learning through either Core 5 (Kindergarten - 5th Grade) or PowerUp Literacy (6th Grade - 12th Grade), we ask that you complete this survey. When completing the survey, please provide as much information as you can, as this information will be used to jump start the program at your school.
Virtual
December
12/1/2022
9:00 AM to 3:30 PM
Discipline Procedures for Students with Disabilities/ In-Person Training| BRONX Regional Partnership Center
Spaces Remaining: 26
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
12/1/2022
10:00 AM to 12:00 PM
Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning | Module 1 & 2 - Bronx RPC
Spaces Remaining: 8
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
12/1/2022
10:00 AM to 12:00 PM
Integrating Trauma-Sensitivity within a Positive Behavior Interventions and Supports (PBIS) Framework- Part 1/2- Manhattan RPC
Spaces Remaining: 11
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. Through this two-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 both sessions of this professional learning series is strongly recommended.*
Virtual
12/1/2022
1:00 PM to 2:00 PM
Next of Specially Designed Instruction/Utilizing SDI Tools To Develop Lesson Plans-Manhattan RPC
Spaces Remaining: 85
'Intended Audience: General education teachers, Special education teachers, All Related Services Providers, Paraprofessionals and Administrators. The Next of SDI: 1. Describe SDI and its core elements 2. Differentiate between accommodations vs modifications 3. Practice utilizing NYS Guidance documents & Universal Design for learning The focus will be Autism Case Study.
Virtual
12/1/2022
1:30 PM to 3:30 PM
SET - Transition in the IEP - Part 2 - Virtual Training | Brooklyn RPC
Spaces Remaining: 19
'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. The framework of the Transition in the IEP Series was developed in consideration of providing the sessions using a virtual format (asynchronous/synchronous), or in face-to-face regional learning opportunities with flexibility specific to the timeframe and availability of the intended audience. The series can also be used with a targeted skills group or embedded work/coaching to address specific areas of the transition planning process as outlined above. Participants will: • Identify key components of high-quality Transition IEPs and understand the transition planning process • Identify high quality Transition Assessments • Identify key elements of the Present Levels of Performance • Be able to directly apply and implement today’s concepts into practice '
Virtual
12/1/2022
2:30 PM to 3:30 PM
BSE Series: Lexia Learning Power-Up (Grades 6-12)
Spaces Remaining: 47
We are excited to announce that Bilingual Special Education students in program schools (Districts 1-32) will have access to Lexia Learning at no cost. Lexia is an online tool that can provide online literacy instruction to support remote instruction. Lexia’s can also be used as a blended learning instructional model supports extension into students’ regular school day programs. Furthermore, Lexia has embedded language supports that are available to scaffold instruction for English Language Learners. In order to gain access to Lexia Learning through either Core 5 (Kindergarten - 5th Grade) or PowerUp Literacy (6th Grade - 12th Grade), we ask that you complete this survey. When completing the survey, please provide as much information as you can, as this information will be used to jump start the program at your school.
Virtual
12/5/2022
2:30 PM to 4:00 PM
Specially Designed Instruction for Administrators
Spaces Remaining: 35
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
12/6/2022
9:00 AM to 12:00 PM
Transition Planning at the Middle School Level
Spaces Remaining: 144
School-based and borough support staff participants will gain knowledge and skills that will support them in implementing best practices in transition planning at the Middle School level. Participants will also review the Career Development and Occupational Studies (CDOS) Learning Standards and make connections between the CDOS Learning Standards and effective transition planning practices.
Virtual- Microsoft Teams Webinar
12/6/2022
10:00 AM to 12:00 PM
Explicit Vocabulary Instruction for Teachers Part 1 Virtual Training Bronx Regional Partnership Center
Spaces Remaining: 14
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
12/6/2022
12:30 PM to 2:30 PM
Leading the IEP Process | Annual Review | Module 7 | Virtual Live Training| Bronx RPC
Spaces Remaining: 95
'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
12/6/2022
1:00 PM to 3:00 PM
Best Practices in Screening for Academic Deficits
Spaces Remaining: 43
'This is a 2-part Introductory Professional Development series on Universal Screening Overview from 1-3 pm on the following dates: 12/6-Module 1: Key Terms and Definition and Module 2: Selecting a Universal Screening Measure 12/13-Module 2: Selecting a Universal Screening Measure and Module 3 Implementing a Universal Screener 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
12/6/2022
1:30 PM to 3:30 PM
SET - Evidence-Based Practices for Improving Graduation Rate and Decreasing Dropout - Part 1 - Virtual Training | Brooklyn RPC
Spaces Remaining: 20
'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. 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 '
Virtual
12/7/2022
8:30 AM to 10:00 AM
Family Engagement Communication and Culture
Spaces Remaining: 44
Objectives: -Examine the role of communication in schooling and how culture influences the way we communicate in our respective roles (administrators, teachers, etc.). -Family engagement has a positive impact on children’s learning and skill development, so families and staff are encouraged to engage in open communication and develop meaningful relationships. -Our cultural backgrounds influence the way that we communicate specifically, the way we send and receive messages. -School staff do not always come from the same cultural backgrounds as the parents/families they serve, which makes it more likely that cultural differences will lead to misinterpretations and conflict. -Explore the concept of culture & connect with the idea of Culturally Responsive-Sustaining Education. -Culture is “the way of life of a particular people, especially as shown in their ordinary behavior and habits, their attitudes toward each other, and their moral and religious beliefs. -Culturally Responsive-Sustaining Education requires that school staff members explore how their cultural backgrounds (including the culture of American schooling) influence their existing engagement with parents/families, as well as how to modify or adopt new communication strategies in order to achieve student success. -Explore strategies for effective collaboration between families, caregivers, and schools to support students in the special education process. -School staff members must be creative and meet parents/families where they are in order to build relationships and facilitate long-term engagement.
Virtual
12/7/2022
9:00 AM to 3:30 PM
Day 1 Using the FBA and BIP Process to Support Students Needing Intensive Intervention| In-Person Training | BRONX Regional Partnership Center
Spaces Remaining: 5
'***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
12/7/2022
9:00 AM to 11:00 AM
Dimensions of Equity in Education: Equity, Culture & NYSED CRSE Framework | Module 1 - Bronx RPC
Spaces Remaining: 14
This is part 1 of a 3-part learning opportunity.?Participants MUST attend and actively participate in: Dimensions of Equity of Tool-Part 2 and Socio-Cultural Awareness-Part 3 to obtain full CTLE credits. Session Objectives: Grounding in around Equity & Culture as well as the NYSED Culturally Responsive Sustaining Education Framework (CRSE), which informs our work as Culturally Responsive Practitioners. Participants will explore concepts of Equity in their organization’s policies and procedures through unpacking Zaretta Hammond’s Dimensions of Equity Tool Review a case study of Socio-Cultural Awareness, which is an understanding of the role culture plays in educational processes & systems.
Virtual
12/7/2022
10:00 AM to 12:00 PM
Fundamentals of Equity: Exploring Equity & Cultural Responsiveness | Part 1 | Virtual Training | Manhattan RPC
Spaces Remaining: 44
'Define standard terms and imagery that appear in conversations about equity. Explore the concept of cultural responsiveness through personal, professional, and institutional lenses. Identify initial strengths, challenges, and needs regarding the capacity to implement culturally responsive practices. '
Virtual
12/7/2022
12:00 PM to 2:30 PM
Transition in the IEP- Four Part Series Parts 2 | Virtual Training| Bronx RPC
Spaces Remaining: 24
The purpose of Transition in the IEP Four Part 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. Part 1.1: Transition in the IEP overview assessments Participants will: • Identify key components of high-quality Transition IEPs and understand the transition planning process • Identify high quality Transition Assessments • Identify key elements of the Present Levels of Performance • Be able to directly apply and implement today’s concepts into practice All trainings need to be attended in order to receive complete CTLE credit.
Virtual
12/8/2022
9:00 AM to 10:00 AM
Explicit Instruction/ The importance of the Common Elements-Manhattan RPC
Spaces Remaining: 98
Intended Audience: General Education Teachers, Special Education Teachers, All Related Service Providers, Paraprofessionals and Administrators
Virtual
12/8/2022
9:00 AM to 12:00 PM
Transition Planning for CTE Students with IEPs
Spaces Remaining: 149
CTE educators will gain knowledge and skills about different disability classifications and will review the key sections of an IEP. Participants will also review the key transition section and components of an IEP and how this knowledge can help them maximize transition support and planning for CTE students with disabilities.
Virtual- Microsoft Teams Webinar
12/8/2022
10:00 AM to 12:00 PM
Test Accommodations for Students with Disabilities-Manhattan RPC
Spaces Remaining: 46
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). Participants will: • know the purpose of test accommodations. • define test accommodations. • understand their role in supporting a student with their test accommodations. • recognize that instructional accommodations used in the classroom should be aligned with the testing accommodations provided during assessment. Students will be provided access to and participate in general education curriculum and in courses that will prepare them to take and pass the required examinations. Target Audience: Special Education Teachers, General Education Teachers, Building Principals/Administrators, Committee on Special Education (CSE) Chairpersons, Parents/Families
Virtual
12/8/2022
2:00 PM to 3:30 PM
SDI for Administrators
Spaces Remaining: 97
The Specially Designed Instruction for Administrators professional development training package is the fifth in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. 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 their 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.
Virtual
12/8/2022
2:15 PM to 3:15 PM
Leading the IEP Process Module 3: Evaluation, Queens RPC
Spaces Remaining: 25
This module addresses the specific roles and responsibilities of the District Representative and the IEP team, as well as regulations and procedures relating to the Individual Evaluation process. This training is intended for administrators, general and special education teachers, psychologists, social workers and guidance counselors. Objectives: • ensure compliance with evaluation procedures and timelines • ensure that the evaluation report includes the pertinent information to determine the necessary instructional supports • encourage and facilitate the participation of the parents and the student prior to and during the evaluation process
Virtual
12/8/2022
2:30 PM to 4:00 PM
Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning Part I| Virtual Training | Brooklyn RPC
Spaces Remaining: 24
'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
12/12/2022
9:00 AM to 2:20 PM
Family Engagement, Communication, and Culture
Spaces Remaining: 41
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.
Richmondtown Library
12/12/2022
2:00 PM to 3:30 PM
BSE Learning Series 8: Explicit Writing: Differentiating Instruction to Support MLs/ELLs with Disabilities
Spaces Remaining: 94
During this webinar, participants will learn effective strategies to explicitly teach writing. Participants will learn how to include differentiation and modification/scaffolds and tools to support student ‘writing language’ (Hallmark 4). Participants will also learn how to evaluate informal/formal writing through formative and summative assessment techniques. Finally, participants will practice strategies and supports that can be used in unit and lesson plan development.
Virtual- Microsoft Teams Webinar
12/13/2022
9:00 AM to 1:00 PM
Foundations of Effective Reading Instruction: Understanding the Science of Reading
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 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
12/13/2022
9:00 AM to 12:00 PM
Preparing a Transition Plan and Interventions for Students Approaching Over-aged and Under-credited Status
Spaces Remaining: 138
School-based and borough office staff will be provided with best practices on how to effectively prepare interventions and transition plans prior to any student approaching over age status. Participants will also learn how to implement interventions and track student progress that will lead to the attainment of a diploma.
Virtual- Microsoft Teams Webinar
12/13/2022
10:00 AM to 11:00 AM
Testing Accommodations for Students with Disabilities, Queens 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). Participants will: -know the purpose of test accommodations. -define test accommodations. -understand their role in supporting a student with their test accommodations. -recognize that instructional accommodations used in the classroom should be aligned with the testing accommodations provided during assessment.
Virtual
12/13/2022
12:30 PM to 2:30 PM
Leading the IEP Process| Reevaluation | Module 8 | Virtual Live Training| Bronx RPC
Spaces Remaining: 94
'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
12/13/2022
2:00 PM to 3:30 PM
Dimensions of Equity in Education: Dimensions of Equity Tools | Module 2 | Brooklyn RPC.
Spaces Remaining: 47
'Dimensions of Equity in Education: Dimensions of Equity Tools | Module 2 This is part 2 of a 3-part learning opportunity. Participants MUST attend and actively participate in: Equity, Culture & NYSED CRSE Framework-Module 1 and Socio-Cultural Awareness-Part 3 Session Objectives: • Grounding in around Equity & Culture as well as the NYSED Culturally Responsive Sustaining Education Framework (CRSE), which informs our work as Culturally Responsive Practitioners. • Participants will explore concepts of Equity in their organization’s policies and procedures through unpacking Zaretta Hammond’s Dimensions of Equity Tool • Review a case study of Socio-Cultural Awareness, which is an understanding of the role culture plays in educational processes & systems.'
Virtual
12/14/2022
9:00 AM to 3:30 PM
Day 2 Using the FBA and BIP Process to Support Students Needing Intensive Intervention| In-Person Training | BRONX Regional Partnership Center
Spaces Remaining: 13
'***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
12/14/2022
9:00 AM to 11:00 AM
Dimensions of Equity in Education: Dimensions of Equity Tools | Module 2 - Bronx Regional Partnership Center
Spaces Remaining: 14
This is part 2 of a 3-part learning opportunity.?Participants MUST attend and actively participate in: Equity, Culture & NYSED CRSE Framework-Module 1 and Socio-Cultural Awareness-Part 3 to obtain full CTLE credits. Session Objectives: Grounding in around Equity & Culture as well as the NYSED Culturally Responsive Sustaining Education Framework (CRSE), which informs our work as Culturally Responsive Practitioners. Participants will explore concepts of Equity in their organization’s policies and procedures through unpacking Zaretta Hammond’s Dimensions of Equity Tool Review a case study of Socio-Cultural Awareness, which is an understanding of the role culture plays in educational processes & systems.
Virtual
12/14/2022
9:00 AM to 1:00 PM
Testing Accommodations
Spaces Remaining: 33
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
12/14/2022
9:30 AM to 12:30 PM
'SET - Test Accommodations for Students with Disabilities | Part 1 | Virtual Training | Brooklyn RPC '
Spaces Remaining: 7
'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
12/14/2022
10:00 AM to 12:00 PM
Fundamentals of Equity: Exploring Equity & Cultural Responsiveness | Part 2 | Virtual Training | Manhattan RPC
Spaces Remaining: 46
'Define standard terms and imagery that appear in conversations about equity. Explore the concept of cultural responsiveness through personal, professional, and institutional lenses. Identify initial strengths, challenges, and needs regarding the capacity to implement culturally responsive practices. '
Virtual
12/14/2022
12:00 PM to 2:30 PM
Transition in the IEP- Four Part Series Parts 3 | Virtual Training| Bronx RPC
Spaces Remaining: 23
The purpose of Transition in the IEP Four Part 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. Part 1.1: Transition in the IEP overview assessments Participants will: • Identify key components of high-quality Transition IEPs and understand the transition planning process • Identify high quality Transition Assessments • Identify key elements of the Present Levels of Performance • Be able to directly apply and implement today’s concepts into practice All trainings need to be attended in order to receive full CTLE credit.
Virtual
12/15/2022
9:00 AM to 11:00 AM
Executive Skills and Reading for Secondary Teachers
Spaces Remaining: 193
Presenter: Kelly B. Cartwright, PhD Description: The series will focus on the role of executive functioning skills in word recognition and reading comprehension, highlighting ways that executive skill difficulties may undermine reading processes for learners in grades 6-12. **All four sessions are mandatory to receive CTLE credit. **Participants will receive a copy of the 2nd edition of Dr. Cartwright’s Executive Skills and Reading Comprehension: A Guide for Educators when it is published this spring. Session 1: Introduction to Executive Skills and Reading Will provide an overview of executive function skills and how they support reading processes, with attention to the complexity of reading processes, the role of instruction and executive functions in developing the reading brain, and practical evidence for executive function skills. Session 2: Planning and Organization in Reading Will explain the important roles of planning and organization processes in reading, providing practical applications and take-home strategies. Session 3: Cognitive Flexibility and Working Memory in Reading Explanation of the important roles cognitive flexibility and working memory processes in reading, providing practical applications and take-home strategies . Session 4: Inhibition and Social Understanding in Reading This session will explain the important roles of inhibition and social understanding processes in reading, providing practical applications and take-home strategies for educators’ work. This session will wrap up the series. Audience: Special education teachers, general education teachers, school and district administrators. Best suited for grades 6-12.
Virtual
12/15/2022
10:00 AM to 12:00 PM
Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning | Module 5 - Bronx Regional Partnership Center
Spaces Remaining: 18
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
12/15/2022
10:00 AM to 12:00 PM
Integrating Trauma-Sensitivity within a Positive Behavior Interventions and Supports (PBIS) Framework- Part 2/2- Manhattan RPC
Spaces Remaining: 27
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. Through this two-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 both sessions of this professional learning series is strongly recommended.*
Virtual
12/15/2022
11:30 AM to 1:00 PM
What Does it Mean to be Culturally Responsive? Queens RPC
Spaces Remaining: 148
This Professional Learning is intended to introduce various components of Culturally Responsive Pedagogy from Zaretta Hammond, author of Culturally Responsive Teaching and the Brain (2015) & creator of the Ready for Rigor Framework. The materials support the development of Culturally Responsive-Sustaining mindsets, practices, and strategies to be implemented in Educational Organizations. As educators grow in their understanding and execution of Culturally Responsive Pedagogy, student engagement, academic
Virtual
12/15/2022
12:00 PM to 1:30 PM
'Agency 101: Connecting Individuals with Disabilities to Adult Services | Virtual Training | Manhattan RPC and FACE Center '
Spaces Remaining: 68
'This training will review New York State’s adult service agencies for people with disabilities, the services they provide, and their eligibility processes. Learn about how to connect students with disabilities to essential post-school options and supports, the benefits of adult agency services, and how to involve your student and IEP team in accessing services. NYC families & professionals are welcome. Presented by the Manhattan Regional Partnership Center and School-Age Family and Community Engagement (FACE) Center'
Virtual
12/15/2022
12:00 PM to 2:00 PM
Executive Skills and Reading for Elementary Teachers
Spaces Remaining: 118
Presenter: Kelly B. Cartwright, PhD Description: The series will focus on the role of executive functioning skills in word recognition and reading comprehension, highlighting ways that executive skill difficulties may undermine reading processes for learners in grades 2-5. **All four sessions are mandatory for CTLE credit. **Participants will receive a copy of the 2nd edition of Dr. Cartwright’s Executive Skills and Reading Comprehension: A Guide for Educators when it is published this spring. Session 1: Introduction to Executive Skills and Reading This session will provide an overview of executive function skills and how they support reading processes, with attention to the complexity of reading processes, the role of instruction and executive functions in developing the reading brain, and practical evidence for executive function skills in educators and students. Session 2: Planning and Organization in Reading This session will explain the important roles of planning and organization processes in reading, providing practical applications and take-home strategies for educators’ work with students. Session 3: Cognitive Flexibility and Working Memory in Reading This session will explain the important roles cognitive flexibility and working memory processes in reading, providing practical applications and take-home strategies for educators’ work with students. Session 4: Inhibition and Social Understanding in Reading This session will explain the important roles of inhibition and social understanding processes in reading, providing practical applications and take-home strategies for educators’ work with students. Additionally, this session will wrap up the series, bringing together the learning that has occurred across the four sessions. Audience: Special education teachers, general education teachers, school and district administrators. Best suited for grades 2-5.
Virtual
12/15/2022
2:00 PM to 3:30 PM
Alternatives to Suspension- Day 1, Queens RPC
Spaces Remaining: 98
The issue of in and out-of-school suspensions of all 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 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. Building level administrators, teachers, school psychologists and counselors will understand 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
12/19/2022
8:45 AM to 2:20 PM
Function Based Thinking in Preschool
Spaces Remaining: 29
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
12/19/2022
9:00 AM to 11:00 AM
Manhattan December 2022 TTL Meeting
Spaces Remaining: 147
Transition Team Leaders will gain knowledge and skills that will support them in implementing best practices in postsecondary planning for students with disabilities. Participants will also learn how to create sustainable structures around transition planning and service delivery at their respective schools.
Virtual- Microsoft Teams Webinar
12/19/2022
9:00 AM to 11:00 AM
Queens TCAC TTL Meeting #4 Agency 101
Spaces Remaining: 193
Transition Team Leader Monthly Meeting Team Leaders will gain knowledge and skills that will support them in implementing best practices in postsecondary planning for students with disabilities. Participants will also learn how to create sustainable structures around transition planning and service delivery at their respective schools.
Virtual
12/19/2022
1:00 PM to 2:30 PM
Alternatives to Suspension – Day 1 of 2- BROOKLYN Regional Partnership Center
Spaces Remaining: 96
'This two-day training package, designed for building level administrators, general and special education teachers, related service providers, social workers, psychologists, guidance counselors, and paraprofessionals, is intended to help participants understand understand the ways in which suspensions have significant short and long-term negative effects on academic, social-emotional, health and wellness, and family outcomes for students subject to exclusionary discipline practices. 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. They will gain knowledge of the recent research on school suspensions, examine scenarios when alternatives to suspension may be used to change behavior, and learn how a systemic change on the approach to discipline and problem behavior can affect school climate. . **Please note: Participants should also register for Day 2 (1/12/23). '
Virtual
12/19/2022
2:30 PM to 4:00 PM
Fundamentals of Explicit Instruction (Part 1)
Spaces Remaining: 45
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. **Participants should register for Parts 1 and 2- Part 2 The Recognizing Effective Special Education Teachers (RESET) Explicit Instruction Rubric (EIR)
Virtual -Staten Island-District 31
12/20/2022
12:00 PM to 3:00 PM
Testing Accommodations for Students with Disabilities (Bronx Regional Partnership Center)
Spaces Remaining: 22
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
12/20/2022
1:00 PM to 2:00 PM
The Overview of Specially Designed Instruction/Understanding the Difference Between Specially Designed Instruction, Universal Design for Learning and Differentiated Instruction-Manhattan RPC
Spaces Remaining: 100
'Intended Audience; General Education Teachers, Special Education Teachers, All Related Service Providers, Paraprofessionals and Administrators The Overview of SDI. Understanding the Difference between Specially Designed Instruction, Universal Design for Learning and Differentiated Instruction '
Virtual
12/20/2022
2:00 PM to 3:30 PM
Dimensions of Equity in Education: Socio-Cultural Awareness | Module 3 | Brooklyn RPC
Spaces Remaining: 47
'Dimensions of Equity in Education: Socio-Cultural Awareness | Module 3 This is part 3 of a 3-part learning opportunity. Participants MUST attend and actively participate in: Equity, Culture & NYSED CRSE Framework-Module 1 and Dimensions of Equity of Tool-Module 2 Session Objectives: • Grounding in around Equity & Culture as well as the NYSED Culturally Responsive Sustaining Education Framework (CRSE), which informs our work as Culturally Responsive Practitioners. • Participants will explore concepts of Equity in their organization’s policies and procedures through unpacking Zaretta Hammond’s Dimensions of Equity Tool • Review a case study of Socio-Cultural Awareness, which is an understanding of the role culture plays in educational processes & systems. '
Virtual
12/20/2022
2:30 PM to 4:00 PM
Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning Part II| Virtual Training | Brooklyn RPC
Spaces Remaining: 25
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. 
Virtual
12/21/2022
9:00 AM to 3:30 PM
Day 3 Using the FBA and BIP Process to Support Students Needing Intensive Intervention| In-Person Training | BRONX Regional Partnership Center
Spaces Remaining: 14
'***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
12/21/2022
9:00 AM to 11:00 AM
Dimensions of Equity in Education: Socio-Cultural Awareness | Module 3 - Bronx Regional Partnership Center
Spaces Remaining: 16
This is part 3 of a 3-part learning opportunity.?Participants MUST attend and actively participate in: Equity, Culture & NYSED CRSE Framework-Module 1 and Dimensions of Equity of Tool-Module 2 to obtain full CTLE credits. Session Objectives: Grounding in around Equity & Culture as well as the NYSED Culturally Responsive Sustaining Education Framework (CRSE), which informs our work as Culturally Responsive Practitioners. Participants will explore concepts of Equity in their organization’s policies and procedures through unpacking Zaretta Hammond’s Dimensions of Equity Tool. Review a case study of Socio-Cultural Awareness, which is an understanding of the role culture plays in educational processes & systems.
Virtual
12/21/2022
12:00 PM to 2:30 PM
Transition in the IEP- Four Part Series Parts 4 | Virtual Training| Bronx RPC
Spaces Remaining: 24
The purpose of Transition in the IEP Four Part 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. Part 1.1: Transition in the IEP overview assessments Participants will: • Identify key components of high-quality Transition IEPs and understand the transition planning process • Identify high quality Transition Assessments • Identify key elements of the Present Levels of Performance • Be able to directly apply and implement today’s concepts into practice All trainings have to be attended in order to receive full CTLE credit.
Virtual
12/22/2022
10:00 AM to 12:00 PM
BK TCAC TTL Meeting #4: Agency 101
Spaces Remaining: 139
This RPC-led package intends to provide an overview of the various adult service agencies available in New York State (NYS) and the different types of services they provide.
Virtual- Microsoft Teams Webinar
12/22/2022
10:00 AM to 12:00 PM
Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning | Module 1 & 2- Bronx Regional Partnership Center
Spaces Remaining: 17
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
12/22/2022
10:00 AM to 12:00 PM
Staten Island Transition Team Leader Meeting- Agency 101
Spaces Remaining: 148
This RPC-led package intends to provide an overview of the various adult service agencies available in New York State (NYS) and the different types of services they provide.
Virtual- Microsoft Teams Webinar
January
1/3/2023
12:00 PM to 3:00 PM
Creating the IEP-Part 1 | Virtual Training| Bronx RPC
Spaces Remaining: 92
'This is a 2-part session designed to develop participants' understanding of the components of a quality IEP that provides students with disabilities access to the general education curriculum. Participants must attend both days. Participants will: -Deepen their understanding of the components of a quality IEP that provides students with disabilities access to the general education curriculum. -Improve the development of IEPs -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. Intended Audience: Bronx -General and Special Education Teachers, Psychologists, Related Service providers, CSE/CPSE staff and Administrators. ' In order to receive complete CTLE credit, both sessions needed to be attended.
Virtual
1/4/2023
9:00 AM to 12:00 PM
Best Practice in Academic Progress Monitoring Queens RPC
Spaces Remaining: 46
This is a three part series Introductory PD on Progress Monitoring Overview on the following dates: Jan.04, Jan. 11, and Jan. 18, 2023 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
1/4/2023
9:00 AM to 2:00 PM
Values, Equity, and Culturally Responsiveness (Full Training) - Bronx Regional Partnership Center
Spaces Remaining: 39
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. Session Objectives: Educators and EO staff will use family engagement surveys and resources to improve parental involvement. Educators and EO staff will understand and value the roles of parents, families, and students with special needs in special educational processes. By leveraging student cultures and values in teaching, learning & classroom management systems, EOs will experience a reduction in suspension and misclassification/over-classification of students.
1 Fordham Plaza, Room 820
1/4/2023
12:00 PM to 2:30 PM
Testing Accommodations for Students with Disabilities (Bronx Regional Partnership Center)
Spaces Remaining: 23
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
1/5/2023
10:00 AM to 12:00 PM
Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning | Module 3 & 4- Bronx RPC
Spaces Remaining: 20
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
1/6/2023
1:00 PM to 3:00 PM
Best Practices in Academic Progress Monitoring
Spaces Remaining: 40
'This is a 2-part series Introductory PD on Progress Monitoring Overview on the following dates: Jan.06, and Jan. 13 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
1/9/2023
9:00 AM to 2:20 PM
Using the FBA/BIP Process to Support Students Needing Intensive Intervention 2-Day 1/9 & 1/10
Spaces Remaining: 7
Day 1 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 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. Must attend both days to receive CTLE credit
Richmondtown Library
1/9/2023
2:00 PM to 3:30 PM
BSE Learning Series 9: Quality IEPs for MLs/ELLs with Disabilities, Part 1
Spaces Remaining: 428
What is different about an Individualized Education Program (IEP) for a Multilingual/English learner? This workshop briefly reviews NYS regulations and guidance for developing an IEP for an ML/ELL student classified with a disability.? Participants will identify the essential information and documentation needed, and the special factors to consider when working with culturally and linguistically diverse students and families. Participants will review the essential components of an Individualized Education Program (IEP), particularly the Present Levels of Performance (PLOP) and Student Needs Related to Special Factors. Participants will identify and analyze data relevant to the students’ language and culture that impacts the student’s learning.
Virtual- Microsoft Teams Webinar
1/10/2023
8:45 AM to 2:20 PM
Using the FBA/BIP Process to Support Students Needing Intensive Intervention 2-Day 1/9 & 1/10
Spaces Remaining: 7
Day 1 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 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. Must attend both days to receive CTLE credit
Richmondtown Library
1/10/2023
9:00 AM to 12:00 PM
Transition Planning for Multilingual Learners with Disabilities
Spaces Remaining: 145
School-based and borough support staff participants will gain knowledge and skills that will expand their knowledge in regulatory requirements for Multilingual Learners/English Language Learners (MLLs/ELLs) and Students with Disabilities (SWD) including Part 154 of the Commissioner’s Regulations and the Individuals with Disabilities Education Improvement Act (IDEIA).
Virtual- Microsoft Teams Webinar
1/10/2023
9:30 AM to 12:30 PM
SET - Test Accommodations for Students with Disabilities | Part 1 | Virtual Training | Brooklyn RPC
Spaces Remaining: 25
'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
1/10/2023
12:00 PM to 3:00 PM
Creating the IEP Part 2-| Virtual Training| Bronx RPC
Spaces Remaining: 94
'This is a 2-part session designed to develop participants' understanding of the components of a quality IEP that provides students with disabilities access to the general education curriculum. Participants must attend both days. Participants will: -Deepen their understanding of the components of a quality IEP that provides students with disabilities access to the general education curriculum. -Improve the development of IEPs -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. Intended Audience: Bronx -General and Special Education Teachers, Psychologists, Related Service providers, CSE/CPSE staff and Administrators. ' In order to receive complete CTLE credit, both sessions needed to be attended. **In order to receive full CTLE credits, registrants MUST attend all sessions.**
Virtual
1/10/2023
2:00 PM to 3:30 PM
Fundamentals of Explicit Instruction, Queen RPC
Spaces Remaining: 96
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 EDI lesson plan.
Virtual
1/10/2023
2:30 PM to 3/7/2023 3:30 PM
ASD Horizon ABA Basics PLC - Cohort 2 Middle School/High School
Spaces Remaining: 14
This PLC was designed to provide Horizon educators with an understanding of the principles of Applied Behavior Analysis and how to apply these principles in a variety of learning environments to support their students. Topics for the 8 weekly PLC sessions will include: Intro to ABA and ASD; How to Use Reinforcement Strategies to Motivate Student Learning; How to Teach Complex Skills, Behavior Part 1: ABA and MTSS; Behavior Part 2: Functions of Behavior and Individualized Student Supports; Data Collection, Incidental Teaching Strategies; and How to Expand Language Using Incidental Teaching Strategies. The Cohort will meet virtually for 8 sessions from 2:30pm-3:30pm. Session 1: Tuesday January 10, 2023 Session 2: Tuesday January 17, 2023 Session 3: THURSDAY January 19, 2023 Session 4: Tuesday January 30, 2023 Session 5: Tuesday February 7, 2023 Session 6: Tuesday February 14, 2023 Session 7: Tuesday February 28, 2023 Session 8: Tuesday March 7, 2023 This PLC Cohort is for staff working with ASD Horizon students in any grade. Attendees are eligible for 1 hour of CTLE for each session attended.
Virtual
1/11/2023
9:00 AM to 11:00 AM
Values, Equity, and Culturally Responsiveness | Module 1: (Re)Visiting Definitions - Bronx Regional Partnership Center
Spaces Remaining: 19
***Pre-Requisites: MUST ATTEND: “Fundamentals of Equity: Exploring Equity and Cultural Responsiveness” and “Dimensions of Equity in Education” before attending this training.*** This is part 1 of a 4-part learning opportunity.?Participants MUST attend and actively participate in: Module 2: Culture Tree Reflection; Module 3: Exploring Core Values Activity & Reflecting of Equity, Culture, and Value; and Module 4: Bringing Values & Culturally Responsiveness-Sustaining Education Practices to Work with Students and Families; to obtain full CTLE credits. 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. Session Objectives: Educators and EO staff will use family engagement surveys and resources to improve parental involvement. Educators and EO staff will understand and value the roles of parents, families, and students with special needs in special educational processes. By leveraging student cultures and values in teaching, learning & classroom management systems, EOs will experience a reduction in suspension and misclassification/over-classification of students. **In order to receive full CTLE credits, registrants MUST attend all sessions.**
Virtual
1/11/2023
12:00 PM to 2:30 PM
Evidence Based Practices for Improving Graduation Rate and Decreasing Drop out Rate (Bronx RPC)
Spaces Remaining: 22
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. 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
1/12/2023
10:00 AM to 12:00 PM
Effective and Collaborative Implementation of Family Engagement Resources | Part 1 | virtual training | Manhattan RPC
Spaces Remaining: 50
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 engagement practices. Use an assessment worksheet to help build capacity for reflection on resource designs and approaches for effective family engagement.
Virtual
1/12/2023
10:00 AM to 12:00 PM
Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning | Module 5 - Bronx RPC
Spaces Remaining: 20
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
1/12/2023
10:00 AM to 12:00 PM
Introduction to the Behavior Pathway- Part 1/2- Manhattan RPC
Spaces Remaining: 32
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. Within the continuum of a Multi-Tiered System of Support (MTSS), the Behavior Pathway is used as an intensive, Tier-3 evidenced-based practice and tool. This two-part professional learning series will enable you to operationally define a student’s challenging behavior, and determine what environmental factors may be triggering, maintaining, and/or reinforcing the behavior. An understanding of the pathway is an important precursor for determining the individualized supports and strategies each student will need for be effective for behavior change. *PLEASE BE ADVISED, registration and attendance in all three sessions of this professional learning series is strongly recommended.*
Virtual
1/12/2023
10:00 AM to 11:00 AM
Next Steps of Specially Designed Instruction: Case Study-Autism and Emotional Disturbance-Manhattan RPC
Spaces Remaining: 99
'Intended Audience: General Education Teachers, Special Education Teachers, All Related Service Provider, Paraprofessionals and Administrators Participants will learn more about Autism and students with Emotional Disabilities, so that planning and designing lessons will benefit not only academically but behaviorally as well. '
Virtual
1/12/2023
1:00 PM to 2:30 PM
Alternatives to Suspension – Day 2 of 2- BROOKLYN Regional Partnership Center
Spaces Remaining: 99
This two-day training package, designed for building level administrators, general and special education teachers, related service providers, social workers, psychologists, guidance counselors, and paraprofessionals, is intended to help participants understand understand the ways in which suspensions have significant short and long-term negative effects on academic, social-emotional, health and wellness, and family outcomes for students subject to exclusionary discipline practices. 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. They will gain knowledge of the recent research on school suspensions, examine scenarios when alternatives to suspension may be used to change behavior, and learn how a systemic change on the approach to discipline and problem behavior can affect school climate. . **Please note: Participants should also register for Day 1 (12/19/22).
Virtual
1/12/2023
2:15 PM to 3:15 PM
Testing Accommodations for Students with Disabilities, Queens RPC
Spaces Remaining: 49
This professional learning opportunity 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, general and special education teachers, psychologists, social workers and guidance counselors. Participants will: • know the purpose of test accommodations. • define test accommodations. • understand their role in supporting a student with their test accommodations. • recognize that instructional accommodations used in the classroom should be aligned with the testing accommodations provided during assessment.
Virtual
1/17/2023
9:00 AM to 2:20 PM
Overview of Specially Designed Instruction
Spaces Remaining: 40
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.
Richmondtown Library
1/17/2023
9:00 AM to 12:00 PM
Postsecondary Options for Students with Intellectual Disabilities and/or Autism
Spaces Remaining: 145
School-based and borough office staff will explore postsecondary options for students who are classified with an intellectual disability (ID) or Autism. Postsecondary options will include college, vocational programs, independent living and financial independence.
Virtual- Microsoft Teams Webinar
1/17/2023
9:30 AM to 11:00 AM
Promoting Self-Determination for Students with Disabilities | Virtual Training | Manhattan RPC
Spaces Remaining: 50
This training covers principles of self-determination and provides small group activities to action plans to implement self-determination concepts.
Virtual
1/17/2023
11:30 AM to 1:00 PM
Special Education Mediation for Families, Queens RPC
Spaces Remaining: 145
This professional Learning provides information on the Individual with Disabilities Education Act (IDEA) and New York State Education Department (NYSED) Special Education Mediation to encourage the use of this voluntary process statewide. This training will include but is not limited to the following topics: Individual with Disabilities Education Act (IDEA): The Basics, Resolving Disputes Under IDEA and IDEA Special Education Basic Mediation Procedures Participants will become more familiar and increase capacity with and around Special Education Mediation to encourage EO’s and parents to use mediation to resolve complaints regarding the education and experience of a student with a disability.
Virtual
1/18/2023
9:00 AM to 12:00 PM
Building Workplace Partnerships for ELLs and Students with IEPs enrolled in a CTE program
Spaces Remaining: 149
CTE educators will gain knowledge and skills to support students with disabilities and ELLs to prepare for postsecondary success. Participants will review how to inform and support host sites with students who are ELLs and/or have disabilities. They will also explore partnership development, and processes to use when matching students and partners.
Virtual- Microsoft Teams Webinar
1/18/2023
9:00 AM to 3:30 PM
Classroom Management/ In-Person Training| BRONX Regional Partnership Center
Spaces Remaining: 27
'***NOTE: This is a 2-day LIVE training, participants are expected to attend ALL sessions. 1/18/23 and 1/25/23 *** 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 system of support (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 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. In this two-day series, we will present the following classroom management strategies: Day 1: • Arranging the physical • Defining, teaching, and acknowledging expectations and rules • Defining and teaching classroom procedures and routines • Active supervision • Providing behavior specific praise Day 2: • 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 would like more information on positive behavior support– classroom management strategies.' In order to receive full CTLE credits, all registrants MUST attend all sessions.
1 Fordham Plaza, Room 820
1/18/2023
9:00 AM to 10:00 AM
Introduction to Culturally Responsive-Sustaining Education. Queens RPC
Spaces Remaining: 50
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). Objectives: ? Explore foundational elements of culture and Culturally Responsive Education ? Reflect on personal culture and experiences ? Become familiar with the NYSED Culturally Responsive-Sustaining Education framework
Virtual
1/18/2023
9:00 AM to 11:00 AM
Values, Equity, and Culturally Responsiveness | Module 2: Culture Tree Reflection - Bronx RPC
Spaces Remaining: 19
***Pre-Requisites: MUST ATTEND: “Fundamentals of Equity: Exploring Equity and Cultural Responsiveness” and “Dimensions of Equity in Education” before attending this training.*** This is part 2 of a 4-part learning opportunity.?Participants MUST attend and actively participate in: Module 1: (Re)Visiting Definitions; Module 3: Exploring Core Values Activity & Reflecting of Equity, Culture, and Value; and Module 4: Bringing Values & Culturally Responsiveness-Sustaining Education Practices to Work with Students and Families; to obtain full CTLE credits. 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. Session Objectives: Educators and EO staff will use family engagement surveys and resources to improve parental involvement. Educators and EO staff will understand and value the roles of parents, families, and students with special needs in special educational processes. By leveraging student cultures and values in teaching, learning & classroom management systems, EOs will experience a reduction in suspension and misclassification/over-classification of students. **In order to receive full CTLE credits, registrants MUST attend all sessions.**
Virtual
1/18/2023
12:00 PM to 2:30 PM
Student Directed IEP for Professionals Four part series: Part 2 (Bronx RPC)
Spaces Remaining: 24
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. Networking and brainstorming with colleagues from other EOs and national resources are provided. Participants will identify: •The components and research that support self-determination instruction and the student-directed approach. •Materials and resources to aid in the promotion of self-determination & how to reflect these skills in the IEP. •Self-determination assessments to assist in obtaining the individualized information to build student skills. •Considerations for culturally and linguistically diverse (CLD) students and families. •That each individual’s journey to self-determination begins at birth and continues throughout their lifespan. •Considerations for use of assistive technology and other logistics that will impact the celebration on Meeting 4. •Participants will receive/provide peer support and resources to aid in the delivery of self-determination instruction. •Participants will receive/provide peer support and resources to assist in the implementation of the student-directed approach. •Identify various pieces of documentation to be completed and submitted to measure the impact of their work. All trainings need to be attended in order to receive full CTLE credit. **In order to receive full CTLE credit all registrants MUST attend all sessions.**
Virtual
1/19/2023
9:00 AM to 1:00 PM
Testing Accommodations
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 -Staten Island-District 31
1/19/2023
10:00 AM to 12:00 PM
Effective and Collaborative Implementation of Family Engagement Resources | Part 2 | virtual training | Manhattan RPC
Spaces Remaining: 50
'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 engagement practices. Use an assessment worksheet to help build capacity for reflection on resource designs and approaches for effective family engagement. '
Virtual
1/19/2023
10:00 AM to 11:00 AM
Explicit Instruction Lesson Plan Development (I Do, We Do, You Do)-Manhattan RPC
Spaces Remaining: 35
'Intended Audience: General Education Teachers, Special Education Teachers, All Related Service Providers. Paraprofessionals and Administrators Participants will develop their lesson plans utilizing evidence based explicit instruction strategies '
Virtual
1/19/2023
2:00 PM to 3:30 PM
Fundamentals of Explicit Instruction, Queens RPC
Spaces Remaining: 99
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 EDI lesson plan.
Virtual
1/19/2023
2:30 PM to 4:00 PM
Specially Designed Instruction for Administrators | Virtual Training | Brooklyn RPC
Spaces Remaining: 30
The Specially Designed Instruction for Administrators professional development training package is the fifth in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. 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 their 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
1/23/2023
9:00 AM to 2:20 PM
Dimensions of Equity in Education
Spaces Remaining: 39
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.
Richmondtown Library
1/23/2023
1:00 PM to 2:30 PM
Diploma & Credentials: Options for Students with Disabilities, Queens RPC
Spaces Remaining: 49
This training is to help increase school providers understanding of Diploma and Credentialing options for students with disabilities. This presentation will help them to recognize and identify: 1. The definition of self-determination and its relation to determining individualized diploma and graduation options 2. The credit requirements for graduation in NYS. 3. The Multiple Pathways to Graduation 4 + 1 Option requirements for all students. 4. The appeal eligibility criteria for all students 5. The safety net options for students with disabilities 6. The exiting credentials available in NYS and the requirements for each Intended Audience: General Education Teachers, Special Education Teachers, Administrators, School Counselors, School Psychologists and other service providers.
Microsoft Teams Webinar
1/24/2023
9:30 AM to 11:00 AM
How to Foster and Support Self-Determination in All students | Virtual Training | Manhattan RPC
Spaces Remaining: 50
'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.'
Virtual
1/24/2023
12:30 PM to 2:30 PM
Leading the IEP Process| IEP Implementation| Module 6 | Virtual Live Training | Bronx RPC
Spaces Remaining: 100
'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
1/25/2023
12:00 PM to 2:30 PM
Developing an Effective Student Exit Summary (Bronx Regional Partnership Center)
Spaces Remaining: 22
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. Expected Outcomes: 1. Analyze the importance of students’ self-determination skills in making the Student Exit Summary a meaningful and relevant document 2. Learn the federal and state requirements for the Student Exit Summary 3. Recognize and identify the required components of the Student Exit Summary 4. Identify a process for the development and issuance of the Student Exit Summary that that is student-centered
Virtual
1/26/2023
9:00 AM to 11:00 AM
Values, Equity, and Culturally Responsiveness | Module 3: Exploring Core Values Activity & Reflecting of Equity, Culture, and Values - Bronx RPC
Spaces Remaining: 19
***Pre-Requisites: MUST ATTEND: “Fundamentals of Equity: Exploring Equity and Cultural Responsiveness” and “Dimensions of Equity in Education” before attending this training.*** This is part 3 of a 4-part learning opportunity.?Participants MUST attend and actively participate in: Module 1: (Re)Visiting Definitions; Module 2: Culture Tree Reflection; and Module 4: Bringing Values & Culturally Responsiveness-Sustaining Education Practices to Work with Students and Families; to obtain full CTLE credits. 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. Session Objectives: Educators and EO staff will use family engagement surveys and resources to improve parental involvement. Educators and EO staff will understand and value the roles of parents, families, and students with special needs in special educational processes. By leveraging student cultures and values in teaching, learning & classroom management systems, EOs will experience a reduction in suspension and misclassification/over-classification of students. **in order to receive full CTLE credits, registrants MUST attend all sessions.**
Virtual
1/26/2023
10:00 AM to 12:00 PM
BK TCAC TTL Meeting #5: Diploma and Credential Options
Spaces Remaining: 149
This RPC-led professional development package describes the Diploma and Graduation types that are available to New York state students.
Virtual- Microsoft Teams Webinar
1/26/2023
10:00 AM to 12:00 PM
Staten Island Transition Team Leader Meeting- Diploma and Credential Options
Spaces Remaining: 149
This RPC-led professional development package describes the Diploma and Graduation types that are available to New York state students.
Virtual- Microsoft Teams Webinar
1/26/2023
10:00 AM to 12:00 PM
Using the FBA/BIP Process to Support Students Needing Intensive Interventions- Part 1/5- Manhattan RPC
Spaces Remaining: 21
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This five-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
1/26/2023
2:00 PM to 3:30 PM
Alternatives to Suspension- Day 2, Queens RPC
Spaces Remaining: 99
The issue of in and out-of-school suspensions of all 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 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. Building level administrators, teachers, school psychologists and counselors will understand 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
1/27/2023
9:00 AM to 11:00 AM
Manhattan January 2023 TTL Meeting
Spaces Remaining: 148
Transition Team Leaders will gain knowledge and skills that will support them in implementing best practices in postsecondary planning for students with disabilities. Participants will also learn how to create sustainable structures around transition planning and service delivery at their respective schools.
Virtual- Microsoft Teams Webinar
1/27/2023
9:00 AM to 11:00 AM
Queens TCAC TTL Meeting #5 Diploma & Credential Options
Spaces Remaining: 245
Transition Team Leader Monthly Meeting Team Leaders will gain knowledge and skills that will support them in implementing best practices in postsecondary planning for students with disabilities. Participants will also learn how to create sustainable structures around transition planning and service delivery at their respective schools.
Virtual
1/30/2023
9:00 AM to 12:00 PM
The Role of the Paraprofessional Series: IEP 101 for CTE Paraprofessionals
Spaces Remaining: 148
CTE paraprofessionals will gain knowledge, skills and mindsets that will help them maximize their role by reviewing and understanding the different components of an IEP and how to support SWDs in CTE classrooms.
Virtual- Microsoft Teams Webinar
1/30/2023
9:00 AM to 12:00 PM
The Role of the Paraprofessional Series: Transition Planning
Spaces Remaining: 150
Paraprofessionals will gain knowledge and skills that will help them maximize their role in supporting post-secondary education, employment and independent living. Participants will review and understand the transition section of an IEP which includes the coordinated set of transition activities, student annual transition goals and student measurable postsecondary goals.
Virtual- Microsoft Teams Webinar
1/30/2023
2:00 PM to 3:30 PM
BSE Learning Series 10: Quality IEPs for Bilingual Special Education (BSE) Students, Part 2
Spaces Remaining: 435
What is different about an Individualized Education Program (IEP) for a Multilingual/English learner? This workshop briefly reviews NYS regulations and guidance for developing an IEP for an ML/ELL student classified with a disability. Participants will identify the essential information and documentation needed, and the special factors to consider when working with culturally and linguistically diverse students and families. Participants will review the essential components of an Individualized Education Program (IEP), particularly the Measurable Annual Goals and Recommended Special Education Programs/Services. Participants will identify and analyze data relevant to the students’ language and culture that impacts the student’s learning, and use this information to develop linguistically appropriate academic goals for Multilingual/English learners.
Virtual- Microsoft Teams Webinar
1/30/2023
2:30 PM to 4:00 PM
Fundamentals of Explicit Instruction (Part 2 The Recognizing Effective Special Education Teachers (RESET) Explicit Instruction Rubric (EIR)
Spaces Remaining: 46
This explicit instruction training package is intended to support participants’ knowledge of explicit instruction and teachers’ abilities to effectively implement 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. ** Part 2 of training. Participants must attend Part 1 of this training before registering for Part 2**
Virtual -Staten Island-District 31
1/31/2023
12:30 PM to 2:30 PM
Leading the IEP Process| Effective Meetings| Virtual Training | Bronx RPC
Spaces Remaining: 96
'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. 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. '
Virtual
February
2/1/2023
9:00 AM to 3:30 PM
Alternatives to Suspension/ In-Person Training| BRONX Regional Partnership Center
Spaces Remaining: 28
This is a 2 day training *** 2/1/23 and 2/15/23. 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 a number of resources that will be provided and referenced, so participants should bring their laptops or tablets to access the materials. Expected outcomes: Participants will 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. In order to receive full CTLE credits, all registrant MUST attend all sessions.
1 Fordham Plaza, Room 820
2/1/2023
9:00 AM to 11:00 AM
Explicit Vocabulary Instruction, Queens RPC
Spaces Remaining: 46
Best Practices: Explicit Vocabulary Instruction This is a three-part series Professional Development on embedding Explicit Vocabulary Instruction into primarily Tier I instruction. The Professional Learning Opportunity is from 9:00AM-11:00AM on the following dates: • Part 1: February, 1, 2023 • Part 2: February 8, 2023 • Part 3: February 15, 2023 Intended Audience: Literacy Specialists; Special Education Teachers; General Education Teachers; School Psychologists; Principals, Assistant Principals At the conclusion of this series, • 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
2/1/2023
12:00 PM to 2:30 PM
Promoting Self-Determination in SWD - Part I | Virtual Training| Bronx RPC
Spaces Remaining: 24
This training has been designed in two parts. Part I is an overview of the principles of self-determination and their applications. Part II focuses on individual and small group activities designed to allow participants to dig deeper into the concepts and to develop their own action plans. Participants must register and attend both sessions in order to receive full CTLE credit.
Virtual
2/2/2023
9:30 AM to 10:30 AM
Explicit Instruction-Deconstructing Standards To Develop Lesson Plans-Manhattan RPC
Spaces Remaining: 100
'Intended Audience: General Education Students, Special Education Students, All Related Service Providers, Paraprofessionals and Administrators. 1. Participants will Develop Lesson Plans, deconstructing standards to create achievable lesson plans'
Virtual
2/2/2023
10:00 AM to 12:00 PM
Specially Designed Instruction: A Guide for Families - Bronx Regional Partnership Center
Spaces Remaining: 20
Specially Designed Instruction: A Guide for Families and Caregivers training package is the fourth in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This foundational level training is intended to develop participants’ basic understanding of SDI in order to increase knowledge of parents and other family members as engaged meaningful partners in the special education process and the education of their child.
Virtual
2/2/2023
2:30 PM to 4:00 PM
Overview of Specially Designed Instruction Part I| Virtual Training | Brooklyn RPC
Spaces Remaining: 30
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.
Virtual
2/6/2023
9:00 AM to 2:20 PM
Classroom Management 2-Day 2/6 & 2/7
Spaces Remaining: 47
This 2-day training is designed for PreK-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. Must attend both days to receive CTLE credit
Richmondtown Library
2/7/2023
8:45 AM to 2:20 PM
Classroom Management 2-Day 2/6 & 2/7
Spaces Remaining: 47
This 2-day training is designed for PreK-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. Must attend both days to receive CTLE credit
Richmondtown Library
2/7/2023
9:00 AM to 12:00 PM
Administering and Analyzing Career and Vocational Assessment Inventories
Spaces Remaining: 149
School-based and borough office staff will develop an understanding of transition assessments and how the different level and variety of assessments inform quality IEP development. Participants will also engage in a variety of interactive exercises to create instructional activities for students with IEPs.
Virtual- Microsoft Teams Webinar
2/7/2023
9:30 AM to 12:30 PM
SET - Test Accommodations for Students with Disabilities | Part 1 | Virtual Training | Brooklyn RPC
Spaces Remaining: 25
'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
2/7/2023
12:30 PM to 2:30 PM
Leading the IEP Process| Regulatory Foundations Module 1 | Virtual Training| Bronx RPC
Spaces Remaining: 98
'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 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.
Virtual
2/7/2023
2:00 PM to 3:30 PM
Overview of Specially Designed Instruction, Queens RPC
Spaces Remaining: 99
The Overview of Specially Designed Instruction professional development training package is intended to develop participants’ working knowledge of the components of SDI, the rationale for using SDI, and using SDI alongside other instructional strategies.
Virtual
2/7/2023
2:30 PM to 4:00 PM
Evidence-Based Practices for Improving Graduation Rate and Decreasing Dropout, Queens RPC
Spaces Remaining: 46
This training is designed to assist educators and related school personnel in the facilitation of successful completion of school for students with disabilities by improving graduation rates and decreasing dropouts. 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 Intended Audience: General Education Teachers, Special Education Teachers, Administrators, School Counselors, School Psychologists and other service providers.
Virtual
2/8/2023
9:00 AM to 3:00 PM
The Introduction of Culturally Responsive – Sustaining Education (Full Training) Bronx RPC
Spaces Remaining: 39
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). This training will take place at One Fordham Plaza Bronx NY room 838.
1 Fordham Plaza, Room 820
2/8/2023
10:00 AM to 12:00 PM
Creating Welcoming and Affirming Learning Environments | Part 1 | virtual training | Manhattan 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. '
Virtual
2/8/2023
12:00 PM to 2:30 PM
Promoting Self-Determination in SWD - Part II | Virtual Training| Bronx RPC
Spaces Remaining: 25
This training has been designed in two parts. Part I is an overview of the principles of self-determination and their applications. Part II focuses on individual and small group activities designed to allow participants to dig deeper into the concepts and to develop their own action plans. Participants must register and attend both sessions in order to receive full CTLE credit.
Virtual
2/8/2023
2:30 PM to 4/5/2023 3:30 PM
ASD Horizon Level 2 Advanced ABA PLC - Cohort 3 All Grades
Spaces Remaining: 16
The Rethink Ed Advanced ABA PLC series is open to participants who have completed the Basic ABA PLC series and will expand upon content previously covered. Within this series participants will dive deeper into the classroom application of the principles of ABA with a focus on embedding strategies within a tiered framework of support (MTSS). Participants will gain access to 16 additional hours of on-demand professional development focused on Multi-Tiered Systems of Support along with resources and materials to implement tiered support strategies in the classroom. The Cohort will meet virtually for 8 sessions from 2:30pm-3:30pm. Session 1: February 8, 2023 Session 2: February 15, 2023 Session 3: March 1, 2023 Session 4: March 8, 2023 Session 5: March 15, 2023 Session 6: March 22, 2023 Session 7: March 29, 2023 Session 8: April 5, 2023 This PLC Cohort is for staff working with ASD Horizon students in any grade. Attendees are eligible for 1 hour of CTLE for each session attended.
Virtual
2/9/2023
10:00 AM to 12:00 PM
Introduction to the Behavior Pathway- Part 2/2- Manhattan RPC
Spaces Remaining: 41
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. Within the continuum of a Multi-Tiered System of Support (MTSS), the Behavior Pathway is used as an intensive, Tier-3 evidenced-based practice and tool. This two-part professional learning series will enable you to operationally define a student’s challenging behavior, and determine what environmental factors may be triggering, maintaining, and/or reinforcing the behavior. An understanding of the pathway is an important precursor for determining the individualized supports and strategies each student will need for be effective for behavior change. *PLEASE BE ADVISED, registration and attendance in all three sessions of this professional learning series is strongly recommended.*
Virtual
2/9/2023
12:00 PM to 3:30 PM
Using the Competing Behavior Pathway to Identify Interventions| Virtual Training| BRONX Regional Partnership Center
Spaces Remaining: 49
***NOTE: Participants MUST have attended the “Introduction to the Behavior Pathway: The Basis for Understanding Behavior and Behavior Supports” training. Otherwise, you will not be able to understand the content presented in this training. In this training, we will build upon the content learned from the “Introduction to the Behavior Pathway: The Basis for Understanding Behavior and Behavior Supports” which will enable you to complete 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***
Virtual
2/9/2023
1:00 PM to 3:00 PM
Student-Directed IEP | Virtual Training | Manhattan RPC
Spaces Remaining: 100
Participants in this training 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. Networking and brainstorming with colleagues from other EOs and national resources are provided.
Virtual
2/9/2023
2:15 PM to 3:15 PM
Testing Accommodations for Students with Disabilities, Queens RPC
Spaces Remaining: 29
This professional learning opportunity 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, general and special education teachers, psychologists, social workers and guidance counselors. Participants will: • know the purpose of test accommodations. • define test accommodations. • understand their role in supporting a student with their test accommodations. • recognize that instructional accommodations used in the classroom should be aligned with the testing accommodations provided during assessment.
Virtual
2/13/2023
9:00 AM to 2:20 PM
Values, Equity, and Cultural Responsiveness
Spaces Remaining: 42
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. ***MUST ATTEND: “Fundamentals of Equity: Exploring Equity and Cultural Responsiveness” and “Dimensions of Equity in Education” before this training.***
Richmondtown Library
2/13/2023
9:30 AM to 11:00 AM
How to Foster and Support Self-Determination in All students | Virtual Training | Manhattan RPC
Spaces Remaining: 50
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.'
Virtual
2/13/2023
1:00 PM to 2:30 PM
INTRODUCTION TO THE BEHAVIOR PATHWAY - Day 1 of 1- Virtual Training – BROOKLYN Regional Partnership Center
Spaces Remaining: 99
: In order to reduce challenging behaviors and promote desired conduct in students, educators must conceptualize and apply the Behavior Pathway. Within the continuum of Multi-Tiered System of Supports (MTSS), the Behavior Pathway is utilized as an intensive Tier-3 evidenced-based practice and tool. This introductory training, designed for district/school level teams, general and special education teachers, paraprofessionals, and related service providers, will enable participants to objectively observe, define, and understand challenging behaviors. Participants will also learn how to identify environmental factors that are triggering, maintaining and/or reinforcing the problem behavior(s).
Virtual
2/13/2023
2:00 PM to 3:30 PM
BSE Learning Series 11: Quality IEPs for Bilingual Special Education (BSE) Students, Part 3
Spaces Remaining: 437
Participants will review the essential components for appropriate IEP development for a Multilingual Learner (ML)/ English Language Learner (ELL). (Review from previous session). Participants will practice reviewing IEPs and compare PLOPs, language goals, between monolingual students and Bilingual Special Education (BSE) students.
Virtual- Microsoft Teams Webinar
2/14/2023
9:00 AM to 2:20 PM
Next Steps With Specially Designed Instruction
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.
Richmondtown Library
2/14/2023
12:30 PM to 2:30 PM
Leading the IEP Process | Module 2 | Referral | Virtual Live Session| Bronx RPC
Spaces Remaining: 99
'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
2/14/2023
2:00 PM to 3:30 PM
Overview of Specially Designed Instruction, Queens RPC
Spaces Remaining: 100
The Overview of Specially Designed Instruction professional development training package is intended to develop participants’ working knowledge of the components of SDI, the rationale for using SDI, and using SDI alongside other instructional strategies.
Virtual
2/15/2023
9:00 AM to 12:00 PM
Transition in the IEP – Measurable Post Secondary Goals and Coordinated set of Differentiated Transition Activities
Spaces Remaining: 150
School-based and borough support staff participants will gain knowledge and skills that will support them in understanding the core principles of college and career readiness and planning for students with an IEP through remote and in-person learning. Participants will engage in transition planning that explores measurable postsecondary goals (MPSG) and coordinated set of transition activities (CTA).
Virtual- Microsoft Teams Webinar
2/15/2023
10:00 AM to 12:00 PM
'Creating Welcoming and Affirming Learning Environments | Part 2 | virtual training | Manhattan 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. '
Virtual
2/15/2023
12:30 PM to 2:30 PM
Agency 101| Virtual Training| Bronx RPC
Spaces Remaining: 25
Recognize and identify the most recent definition of self-determination and the eight different components which comprise self-determination; access and utilize materials and resources to aid in the promotion of self-determination throughout the transition planning process; recognize the various adult service agencies available in NYS and the different types of services they provide; connect students with disabilities and their families to essential post-school options and supports; recognize that appropriate referrals to adult State Vocational Rehabilitation (VR) services, community agency providers, independent living centers and other community systems of support correlates to attaining positive postsecondary outcomes, including employment outcomes; and connect a student’s IEP to referral and preparation for adult services.
Virtual
2/16/2023
9:00 AM to 11:00 AM
Manhattan February 2023 TTL Meeting
Spaces Remaining: 147
Transition Team Leaders will gain knowledge and skills that will support them in implementing best practices in postsecondary planning for students with disabilities. Participants will also learn how to create sustainable structures around transition planning and service delivery at their respective schools.
Virtual- Microsoft Teams Webinar
2/16/2023
9:00 AM to 11:00 AM
Queens TCAC TTL Meeting #6 Transition Data & OPWDD
Spaces Remaining: 245
Transition Team Leader Monthly Meeting Team Leaders will gain knowledge and skills that will support them in implementing best practices in postsecondary planning for students with disabilities. Participants will also learn how to create sustainable structures around transition planning and service delivery at their respective schools.
Virtual
2/16/2023
10:00 AM to 12:00 PM
BK TCAC TTL Meeting #6: OPWDD
Spaces Remaining: 149
During this session, participants will explore postsecondary options for students who are classified with a developmental disability and learn about the resources, services and eligibility requirements for the New York State Office for People with Developmental Disabilities (OPWDD).
Virtual- Microsoft Teams Webinar
2/16/2023
10:00 AM to 12:00 PM
Staten Island Transition Team Leader Meeting- OPWDD
Spaces Remaining: 149
During this session, participants will explore postsecondary options for students who are classified with a developmental disability and learn about the resources, services and eligibility requirements for the New York State Office for People with Developmental Disabilities (OPWDD).
Virtual- Microsoft Teams Webinar
2/16/2023
10:00 AM to 12:00 PM
Test Accommodations for SWD | Virtual Training | Manhattan RPC
Spaces Remaining: 100
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
2/16/2023
10:00 AM to 12:00 PM
Using the FBA/BIP Process to Support Students Needing Intensive Interventions- Part 2/5- Manhattan RPC
Spaces Remaining: 37
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This five-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
2/16/2023
1:00 PM to 2:00 PM
Next Steps of Specially Designed Instruction: Case study Review Health Impairments and Multiple Disabilities-Manhattan RPC
Spaces Remaining: 35
'Intended Audience: General Education, Special Education, All Related Service Providers, Paraprofessionals and Administrators. Next Steps of Specially Designed Instruction. Case study Review Health impairments and Multiple disabilities'
Virtual
2/16/2023
2:00 PM to 3:30 PM
Introduction to the Behavior Pathway- Module 1, Queens RPC
Spaces Remaining: 97
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. 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
2/23/2023
10:00 AM to 12:00 PM
Specially Designed Instruction Part 1 - Bronx RPC
Spaces Remaining: 19
Intended Audience: Special Education Teachers, general education teachers, literacy specialists, school Psychologists, administrators; related service Providers. This session is offered by the New York Regional Partnership Centers (RPC). This live session is an opportunity for participants to expand and extend their knowledge through a series of application activities, and engage in action planning for effective implementation of strategies and practices within their respective settings with an RPC specialist. Topics will include: Ethical and legal reasons for specially designed instruction, Specially Designed Instruction? and its purpose, Understand the relationships between SDI and other instructional strategies CTLE credits can be awarded for this virtual live session.
Virtual
2/27/2023
9:00 AM to 12:00 PM
Transition Assessments (Parts 1 & 2)
Spaces Remaining: 50
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
Richmondtown Library
2/27/2023
2:00 PM to 3:30 PM
BSE Learning Series 12: Specially Designed Instruction for MLs/ELLs with Disabilities
Spaces Remaining: 439
During this webinar, participants will learn how to incorporate specially designed instruction (SDI) into lesson planning and development. Participants will explore the use of actively using students goals to assess and progress monitor needs. Participants will review strategies and supports to create a toolbox for use in their classrooms/practice.
Virtual- Microsoft Teams Webinar
2/27/2023
2:30 PM to 4:00 PM
Best Practices in Academic Progress Monitoring: Effective Assessment for Improving Individual Student Outcomes (Part 1)
Spaces Remaining: 48
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. Participants are given an opportunity for independent work with support from the presenters. ***Part 1 of 3 part series
Virtual -Staten Island-District 31
2/28/2023
12:00 PM to 3:00 PM
Leading the IEP Process | Module 3: Evaluation and Module 4: Eligibility| Virtual Live Session
Spaces Remaining: 99
'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. 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. '
Virtual
March
3/1/2023
9:00 AM to 11:00 AM
Foundations of Effective Reading: The Science of Reading, Queens RPC
Spaces Remaining: 49
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. Targeted Audience: Special education teachers, general education teachers, literacy/reading instructors, and administrators Participants will be able to: • Describe the current status of reading achievement of students in the United States and New York State. • Describe the gap between what is known about effective reading instruction and the implementation of effective reading instruction. • Identify theories of reading that are supported by research. • List the skills that are essential for proficient reading and how to best teach those skills
Virtual
3/1/2023
12:00 PM to 2:30 PM
Family Guide to Transition Planning – Preparing Students with Disabilities for Life After High School | (Bronx RPC)
Spaces Remaining: 24
The purpose of the Family Guide to Transition Planning—Preparing Students with Disabilities for Life After High School is to assist families in understanding the transition planning process specifically from high school to life after high school. When families are knowledgeable about the transition process and invited to participate by Educational Organizations (EOs), students with disabilities experience improved post-school outcomes in the areas of employment, postsecondary education, and independent living. Target Audience: Families, students, special and general education teachers, paraprofessionals, related services professionals, school counselors, agency/community service providers, or case managers.
Virtual
3/2/2023
10:00 AM to 12:00 PM
Overview of Specially Designed Instruction Part 2 - Bronx RPC
Spaces Remaining: 19
Intended Audience: Special Education Teachers; General Education Teachers; Literacy Specialists; School Psychologists Administrators; Related Service Providers. This virtual live session is an opportunity for participants to briefly review the webinar content, expand and extend their knowledge through a series of application activities, and engage in action planning for effective implementation of strategies and practices within their respective settings with an RPC specialist. This virtual follow-up is intended for participants who work within the Bronx. Topics will include: Comparing Specially Designed Instruction, Universal Design for Learning and Differentiated Instruction Exploring the relationships between SDI & other instructional strategies including High Leverage Practices, Explicit Instruction, and Intensive Instruction Deepening your understanding of what SDI is and is not, including the relationship between SDI and MTSS and/or general education practices
Virtual
3/2/2023
2:15 PM to 3:15 PM
Leading the IEP Process Module 5: IEP Development, Queens RPC
Spaces Remaining: 28
This module addresses the specific responsibilities of the District Representative related to the development of the IEP. Federal law and State Regulation require the development of an IEP, a written statement that identifies the specific programs and services a student with a disability will receive, based on the unique need of the child, given the recommendations of the IEP team. Participants will engage with the guiding principles for IEP development, including a deeper understanding of each section of the IEP. Participants will gain insight regarding the IEP as the cornerstone of the Special Education Process, Free Appropriate Public Education (FAPE), and Educational Benefit. This training is intended for administrators, general and special education teachers, psychologists, social workers and guidance counselors. Objectives: •Facilitate a meaningful discussion of the student’s strengths and needs and elicit recommendations to complete the IEP •Encourage and facilitate the participation of the student and the parent(s) in the development of the IEP •Ensure that the IEP is developed in a manner that meets procedural compliance and is reasonably calculated to enable the child to receive educational benefit
Virtual
3/6/2023
9:00 AM to 2:20 PM
Effective and Collaborative Implementation of Family Engagement Resources
Spaces Remaining: 45
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.
Richmondtown Library
3/7/2023
9:00 AM to 12:00 PM
Writing Effective Transition Goals in the IEP
Spaces Remaining: 149
School-based and borough support staff participants will gain knowledge and skills that will support them in implementing best practices of goal setting, collaborative work with students and families and best practices for developing high-leverage annual goals that support attainment of measurable postsecondary goals.
Virtual- Microsoft Teams Webinar
3/7/2023
9:30 AM to 10/7/2022 11:00 AM
Evidence-Based Practices for Improving Graduation Rate and Decreasing Dropout | Virtual Training | Manhattan RPC
Spaces Remaining: 50
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.
Virtual
3/7/2023
12:00 PM to 3:00 PM
Developing Standards-Based IEPs | Virtual Live Training| Bronx RPC
Spaces Remaining: 60
'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
3/8/2023
9:00 AM to 12:00 PM
Effective IEP Meetings
Spaces Remaining: 48
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
3/8/2023
10:00 AM to 12:00 PM
Values, Equity, and Cultural Responsiveness | Part 1| Virtual | Manhattan RPC
Spaces Remaining: 50
'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
3/8/2023
12:00 PM to 2:30 PM
CDOS Module 2 - CDOS Learning Standards | Bronx Regional Partnership Center
Spaces Remaining: 25
This training will review three of the seven principles including students engaging in self-advocacy and are involved in determining their own educational goals and plans, parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child and schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based. This training can and should be offered to a wide-range of participants. These include, but are not limited to special and general education teachers, special and general education administrators, transition coordinators, and all related service providers.
Virtual
3/9/2023
9:30 AM to 10:30 AM
Next Steps in Specially Designed Instruction: Case Study-Visual and Orthopedic Impairment-Manhattan RPC
Spaces Remaining: 100
'Intended Audience for General Education Teachers, Special Education Teachers, All Related Service Providers, Paraprofessionals and Administrators: Next Steps in Specially Designed Instruction/ Lesson Planning for SWD's with Intellectual and Hearing Impairment Case Study'
Virtual
3/9/2023
10:00 AM to 12:00 PM
Overview of Specially Designed Instruction Part 3 - Bronx RPC
Spaces Remaining: 19
Intended Audience: Special Education Teachers; General Education Teachers; Literacy Specialists; School Psychologists Administrators; Related Service Providers. This virtual live session is an opportunity for participants to briefly review the webinar content, expand and extend their knowledge through a series of application activities, and engage in action planning for effective implementation of strategies and practices within their respective settings with an RPC specialist. This virtual follow-up is intended for participants who work within the Bronx. Topics will include: Comparing Specially Designed Instruction, Universal Design for Learning and Differentiated Instruction Exploring the relationships between SDI & other instructional strategies including High Leverage Practices, Explicit Instruction, and Intensive Instruction Deepening your understanding of what SDI is and is not, including the relationship between SDI and MTSS and/or general education practices
Virtual
3/9/2023
10:00 AM to 12:00 PM
Using the Competing Behavior Pathway to Identify Interventions- Part 1/2- Manhattan RPC
Spaces Remaining: 44
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 three sessions of this professional learning series is strongly recommended.*
Virtual
3/9/2023
12:30 PM to 3:00 PM
Function Based Thinking in Preschool / 2-Session Virtual Training / Bronx RPC
Spaces Remaining: 29
Function Based Thinking is a systematic way of thinking about function and its role in changing student behavior. By using this systematic approach, participants will be able to define problem behaviors in the pre-school setting to select interventions that can match the function of that particular behavior. This professional learning series will be presented in two parts. During the first session (part 1), participants will identify the A-B-Cs of behavior to determine the function of specific behaviors. In the second session (part 2), participants will explore the function-based process to select strategies that will respond to challenging behavior as it applies to pre-school aged children. This professional learning session will address both; the importance of identifying the function of behavior, and the significant role adults can play in the identification process. Intended Audience: CPSE Administrators, DECE Support Staff (School Facing Coaches), School Administrators, School Psychologists, General Education Teachers, Special Education Teachers, Paraprofessionals any others interested. In order to receive full CTLE credits, all registrants MUST attend both sessions.
Virtual
3/9/2023
2:30 PM to 4:00 PM
Next Steps with Specially Designed Instruction Part I| Virtual Training | Brooklyn RPC
Spaces Remaining: 30
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
3/13/2023
2:30 PM to 4:00 PM
Specially Designed Instruction for Administrators
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
3/14/2023
9:00 AM to 10:00 AM
FUNDAMENTALS OF EQUITY | MODULE 1 | Virtual Training | Queens RPC
Spaces Remaining: 50
This training is an opportunity to explore equity and cultural responsiveness within the context of the region and/or the Educational Organization(s) present in the audience, as well as build foundational language and knowledge related to these two concepts. Objectives: - Define common terms and imagery that appear in conversations about equity - Explore the concept of cultural responsiveness through personal, professional, and institutional lenses - Identify initial strengths, challenges, and needs regarding the capacity to implement culturally responsive practices
Virtual
3/14/2023
9:30 AM to 11:00 AM
Career Development Occupation Studies (CDOS) Learning Standards | Virtual Training | Manhattan RPC
Spaces Remaining: 50
New York State has developed the Career Development and Occupational Studies (CDOS) standards to prepare all students (not just students with disabilities) to recognize student achievement of their learning standards towards work readiness knowledge and skills. The foundation of the CDOS Commencement Credential are these standards.
Virtual
3/14/2023
12:30 PM to 2:30 PM
Leading the IEP Process| Reevaluation | Module 8 | Virtual Live Training| Bronx RPC
Spaces Remaining: 100
'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
3/14/2023
1:30 PM to 3:30 PM
SET - How Parents and Families can Effectively Engage in Work Based Learning Experiences - Part 1 - Virtual Training | Brooklyn RPC
Spaces Remaining: 25
'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. The framework of the Transition in the IEP Series was developed in consideration of providing the sessions using a virtual format (asynchronous/synchronous), or in face-to-face regional learning opportunities with flexibility specific to the timeframe and availability of the intended audience. The series can also be used with a targeted skills group or embedded work/coaching to address specific areas of the transition planning process as outlined above. Participants will: • Identify key components of high-quality Transition IEPs and understand the transition planning process • Identify high quality Transition Assessments • Identify key elements of the Present Levels of Performance • Be able to directly apply and implement today’s concepts into practice '
Virtual
3/15/2023
10:00 AM to 12:00 PM
Values, Equity, and Cultural Responsiveness | Part 2| Virtual | Manhattan RPC
Spaces Remaining: 50
'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
3/15/2023
11:30 AM to 1:00 PM
Dimensions of Equity in Education, Queens RPC
Spaces Remaining: 148
This professional learning is designed to address Dimensions of Equity in Education. This Training is organized into 3 parts Section 1: Grounding in Equity & Culture and 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. 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 for fostering independent learning and rigor through providing responsive scaffolds for marginalized student groups.
Virtual
3/15/2023
12:00 PM to 2:30 PM
Work-Based Learning Three Part Series - Part 1 - Bronx Regional Partnership Center
Spaces Remaining: 24
Many educational organizations (EOs) are seeking to implement or improve Work Based Learning (WBL) programs and experiences to meet the requirements of the Career Development and Occupational Studies (CDOS) Commencement Credential and improve post-school outcomes. This series will assist Educational Organizations (EOs) in developing quality; compliant WBL programs to meet the needs of their students. Parts I and II are prerequisite trainings and should be attended in sequence. The supplemental modules are offered for participants to attend at their convenience and based on need. Part 1: Fundamentals of Work-Based Learning (WBL) Part 2: Framework for Implementation Supplemental Modules: A - How to Effectively Build and Manage Business Relationships for Work-Based Learning Experiences (WBLEs) B - Foundations of Job Coaching for Work-Based Learning Experiences (WBLEs). All participants must register and attend all training sessions in order to receive full CTLE credit.
Virtual
3/16/2023
10:00 AM to 12:00 PM
Overview of Specially Designed Instruction Part 4 - Bronx RPC
Spaces Remaining: 19
Intended Audience: Special Education Teachers; General Education Teachers; Literacy Specialists; School Psychologists Administrators; Related Service Providers. This virtual live session is an opportunity for participants to briefly review the webinar content, expand and extend their knowledge through a series of application activities, and engage in action planning for effective implementation of strategies and practices within their respective settings with an RPC specialist. This virtual follow-up is intended for participants who work within the Bronx. Topics will include: Comparing Specially Designed Instruction, Universal Design for Learning and Differentiated Instruction Exploring the relationships between SDI & other instructional strategies including High Leverage Practices, Explicit Instruction, and Intensive Instruction Deepening your understanding of what SDI is and is not, including the relationship between SDI and MTSS and/or general education practices
Virtual
3/16/2023
10:00 AM to 12:00 PM
Test Accommodations for SWD | Virtual Training | Manhattan RPC
Spaces Remaining: 30
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
3/16/2023
2:15 PM to 3:15 PM
Leading the IEP Process Module 6: IEP Implementation, Queens RPC
Spaces Remaining: 29
This module addresses the specific responsibilities of the District Representative and the IEP team related to IEP implementation including 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. This training is intended for administrators, general and special education teachers, psychologists, social workers and guidance counselors. Objectives: • Ensure compliance with procedures and timelines • Inform parents about their child’s program & progress • Evaluate the effectiveness of the services and programs that your district is providing
Virtual
3/16/2023
2:30 PM to 4:00 PM
Next Steps with Specially Designed Instruction Part II| Virtual Training | Brooklyn RPC
Spaces Remaining: 30
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
3/20/2023
9:00 AM to 11:00 AM
Introduction to the Behavior Pathway
Spaces Remaining: 48
Participants will learn each of the components of the Behavior Pathway in order to guide thinking that leads to the understanding of the function of behavior to promote desired behavior. The application of the Behavior Pathway can be utilized at all three tiers of behavior management to improve student academic outcomes, increase desired behavior, and support students in the least restrictive environment. Target audience: General and special education teachers, district and school level teams, paraprofessionals.
Richmondtown Library
3/20/2023
1:00 PM to 3:00 PM
Integrating Trauma-Sensitivity within a Positive Behavior Interventions and Supports (PBIS) Framework | Parts 1 & 2 | VIRTUAL TRAINING | Brooklyn RPC
Spaces Remaining: 50
This two-part training designed for school administrators, general and special education teachers, paraprofessionals, school psychologists, social workers, and related service staff will examine the biological, cognitive, emotional, and behavioral effects trauma inflicts on academic functioning, as well as students’ development and wellbeing. Participants will be able to apply several strategies to help build their school’s trauma-sensitive support system to improve academic performance, increase attendance, and decrease challenging behaviors within the school environment. Strategies to integrate trauma-sensitive practices into already-existing PBIS will be presented. **PLEASE NOTE: By registering, participants agree to attend both meeting sessions on 03/20/23 and 04/25/23 to receive CTLE credits.
Virtual
3/21/2023
9:00 AM to 12:00 PM
Transition Planning at the Middle School Level
Spaces Remaining: 150
School-based and borough support staff participants will gain knowledge and skills that will support them in implementing best practices in transition planning at the Middle School level. Participants will also review the Career Development and Occupational Studies (CDOS) Learning Standards and make connections between the CDOS Learning Standards and effective transition planning practices.
Virtual- Microsoft Teams Webinar
3/21/2023
12:30 PM to 2:30 PM
Leading the IEP Process | Annual Review | Module 7 | Virtual Live Training| Bronx RPC
Spaces Remaining: 100
'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
3/22/2023
9:00 AM to 3:30 PM
Function Based Thinking in Preschool / In-Person Training / Bronx RPC
Spaces Remaining: 29
Function Based Thinking is a systematic way of thinking about function and its role in changing student behavior. By using this systematic approach, participants will be able to define problem behaviors in the pre-school setting to select interventions that can match the function of that particular behavior. This professional learning series will be presented in two parts (2 days). During the first session (part 1), participants will identify the A-B-Cs of behavior to determine the function of specific behaviors. In the second session (part 2), participants will explore the function-based process to select strategies that will respond to challenging behavior as it applies to pre-school aged children. This professional learning session will address both; the importance of identifying the function of behavior, and the significant role adults can play in the identification process. 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 820
3/22/2023
12:00 PM to 2:30 PM
Work-Based Learning Three Part Series - Part 2 - Bronx Regional Partnership Center
Spaces Remaining: 24
Many educational organizations (EOs) are seeking to implement or improve Work Based Learning (WBL) programs and experiences to meet the requirements of the Career Development and Occupational Studies (CDOS) Commencement Credential and improve post-school outcomes. This series will assist Educational Organizations (EOs) in developing quality; compliant WBL programs to meet the needs of their students. Parts I and II are prerequisite trainings and should be attended in sequence. The supplemental modules are offered for participants to attend at their convenience and based on need. Part 1: Fundamentals of Work-Based Learning (WBL) Part 2: Framework for Implementation Supplemental Modules: A - How to Effectively Build and Manage Business Relationships for Work-Based Learning Experiences (WBLEs) B - Foundations of Job Coaching for Work-Based Learning Experiences (WBLEs). All participants must register and attend all training sessions in order to receive full CTLE credit.
Virtual
3/23/2023
9:00 AM to 12:00 PM
Next Steps with Specially Designed Instruction Bronx Regional Partnership Center
Spaces Remaining: 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
3/23/2023
10:00 AM to 12:00 PM
Using the FBA/BIP Process to Support Students Needing Intensive Interventions- Part 3/5- Manhattan RPC
Spaces Remaining: 37
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This five-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
3/23/2023
2:00 PM to 3:30 PM
Introduction to the Behavior Pathway- Module 2, Queens RPC
Spaces Remaining: 97
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. 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
3/27/2023
9:00 AM to 11:00 AM
Manhattan March 2023 TTL Meeting
Spaces Remaining: 148
Transition Team Leaders will gain knowledge and skills that will support them in implementing best practices in postsecondary planning for students with disabilities. Participants will also learn how to create sustainable structures around transition planning and service delivery at their respective schools.
Virtual- Microsoft Teams Webinar
3/27/2023
9:00 AM to 11:00 AM
Queens TCAC TTL Meeting #7 Student Exit Summary
Spaces Remaining: 245
Transition Team Leader Monthly Meeting Team Leaders will gain knowledge and skills that will support them in implementing best practices in postsecondary planning for students with disabilities. Participants will also learn how to create sustainable structures around transition planning and service delivery at their respective schools.
Virtual
3/27/2023
2:30 PM to 4:00 PM
Best Practices in Academic Progress Monitoring: Effective Assessment for Improving Individual Student Outcomes (Part 2)
Spaces Remaining: 48
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. Participants are given an opportunity for independent work with support from the presenters. ***Part 2 of 3 part series
Virtual -Staten Island-District 31
3/28/2023
9:30 AM to 12:30 PM
'SET - Test Accommodations for Students with Disabilities | Part 1 | Virtual Training | Brooklyn RPC '
Spaces Remaining: 25
'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
3/28/2023
10:00 AM to 11:00 AM
Testing Accommodations for Students with Disabilities, Queens 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). Participants will: -know the purpose of test accommodations. -define test accommodations. -understand their role in supporting a student with their test accommodations. -recognize that instructional accommodations used in the classroom should be aligned with the testing accommodations provided during assessment.
Virtual
3/29/2023
12:00 PM to 2:30 PM
Work-Based Learning Three Part Series - Part 3 - Bronx Regional Partnership Center
Spaces Remaining: 24
Many educational organizations (EOs) are seeking to implement or improve Work Based Learning (WBL) programs and experiences to meet the requirements of the Career Development and Occupational Studies (CDOS) Commencement Credential and improve post-school outcomes. This series will assist Educational Organizations (EOs) in developing quality; compliant WBL programs to meet the needs of their students. Parts I and II are prerequisite trainings and should be attended in sequence. The supplemental modules are offered for participants to attend at their convenience and based on need. Part 1: Fundamentals of Work-Based Learning (WBL) Part 2: Framework for Implementation Supplemental Modules: A - How to Effectively Build and Manage Business Relationships for Work-Based Learning Experiences (WBLEs) B - Foundations of Job Coaching for Work-Based Learning Experiences (WBLEs). All participants must register and attend all training sessions in order to receive full CTLE credit.
Virtual
3/30/2023
10:00 AM to 12:00 PM
BK TCAC TTL Meeting #7: Exit Summary Development
Spaces Remaining: 149
This RPC-led 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
3/30/2023
10:00 AM to 12:00 PM
Staten Island Transition Team Leader Meeting- Exit Summary Development
Spaces Remaining: 149
This RPC-led 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
April
4/4/2023
9:00 AM to 10:30 AM
Career Development and Occupational Studies (CDOS) Learning Standards, Queens RPC
Spaces Remaining: 48
Participants will gain an overview of the Learning Standards for Career Development and Occupational Studies (CDOS) at three levels: Career Development, Integrated Learning and Universal Foundation Skills. The training explains how the Career Development and Occupational Studies (CDOS) Commencement Credential provides students with the opportunities to exit school with a credential based on achievement of work readiness skills. The Career Development and Occupational Studies (CDOS) standards prepare all students (not just students with disabilities) to recognize achievement of their learning standards towards work readiness, knowledge and skills. Intended Audience: General Education Teachers, Special Education Teachers, Administrators, School Counselors, School Psychologists and other service providers.
Virtual
4/4/2023
9:00 AM to 12:00 PM
Transition Planning for Multilingual Learners with Disabilities
Spaces Remaining: 150
School-based and borough support staff participants will gain knowledge and skills that will expand their knowledge in regulatory requirements for Multilingual Learners/English Language Learners (MLLs/ELLs) and Students with Disabilities (SWD) including Part 154 of the Commissioner’s Regulations and the Individuals with Disabilities Education Improvement Act (IDEIA).
Virtual- Microsoft Teams Webinar
4/4/2023
10:00 AM to 12:00 PM
Next Steps with Specially Designed Instruction Bronx Regional Partnership Center
Spaces Remaining: 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
4/4/2023
10:00 AM to 12:00 PM
Test Accommodations for SWD | Virtual Training | Manhattan RPC
Spaces Remaining: 100
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
4/4/2023
12:30 PM to 2:30 PM
Leading the IEP Process| Effective Meetings| Virtual Training | Bronx RPC
Spaces Remaining: 100
'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. 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. '
Virtual
4/4/2023
2:00 PM to 3:30 PM
Next Steps in Specially Designed Instruction Part 1, Queens RPC
Spaces Remaining: 100
The Next Steps with Specially Designed Instruction training/Part 1 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. 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 are encouraged to attend. 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
4/4/2023
2:30 PM to 4:00 PM
Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning Part I| Virtual Training | Brooklyn RPC
Spaces Remaining: 30
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.
Virtual
4/5/2023
9:00 AM to 1:00 PM
Effective and Collaborative Implementation of Family Engagement Resources (Full Training) - Bronx RPC
Spaces Remaining: 20
(Audience – Parent Coordinators) This learning opportunity is developed to support the delivery and learning of how to achieve effective and collaborative family engagement as highlighted in NYSED equity competency goals. Collectively we can identify and recognize that, in today’s traumatic and diverse educational spaces, students, families, and educators need support with knowledge, skills and practices related to combating prejudice reduction through collaborative and collective actions. As such, the relevant context of this learning opportunity is to assess a few family engagement resources’ effectiveness and credibility, as well as their reflection of equitable practices and outcomes. Session Objectives: 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
4/5/2023
9:00 AM to 11:00 AM
Explicit Vocabulary Instruction, Queens RPC
Spaces Remaining: 50
This is a three-part series Professional Development on embedding Explicit Vocabulary Instruction into primarily Tier I instruction. The Professional Learning Opportunity is from 9:00AM-11:00AM on the following dates: • Part 1: April 5, 2023 • Part 2: April 12, 2023 • Part 3: April 19, 2023 Intended Audience: Literacy Specialists; Special Education Teachers; General Education Teachers; School Psychologists; Principals, Assistant Principals At the conclusion of this series, • 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
4/5/2023
9:00 AM to 1:00 PM
Testing Accommodations
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
4/5/2023
12:00 PM to 2:30 PM
Student Directed IEP for Professionals Four part series: Part 3 (Bronx RPC)
Spaces Remaining: 24
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. Networking and brainstorming with colleagues from other EOs and national resources are provided. Participants will identify: •The components and research that support self-determination instruction and the student-directed approach. •Materials and resources to aid in the promotion of self-determination & how to reflect these skills in the IEP. •Self-determination assessments to assist in obtaining the individualized information to build student skills. •Considerations for culturally and linguistically diverse (CLD) students and families. •That each individual’s journey to self-determination begins at birth and continues throughout their lifespan. •Considerations for use of assistive technology and other logistics that will impact the celebration on Meeting 4. •Participants will receive/provide peer support and resources to aid in the delivery of self-determination instruction. •Participants will receive/provide peer support and resources to assist in the implementation of the student-directed approach. •Identify various pieces of documentation to be completed and submitted to measure the impact of their work. **In order to receive full CTLE credits, registrants MUST attend all sessions.'**
Virtual
4/17/2023
9:00 AM to 2:20 PM
Overview of Specially Designed Instruction
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.
Richmondtown Library
4/18/2023
9:00 AM to 10:00 AM
FUNDAMENTALS OF EQUITY | MODULE 2 | Virtual Training | Queens RPC
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. Participants will define common terms and imagery that appear in conversations about equity, explore the concept of cultural responsiveness through personal, professional, and institutional lenses, and identify initial strengths, challenges, and needs regarding the capacity to implement culturally responsive practices. Objectives: -Define common terms and imagery that appear in conversations about equity It is essential to have common definitions within the Partnership so that we are precise in our discussions and clear on our desired outcomes. -Explore the concept of cultural responsiveness through personal, professional, and institutional lenses Culturally responsive teaching is expressly defined through the NYSED CRSE Framework, as well as other foundational texts that anchor the work of the TAP for Equity and the Partnership at large. -In order to effectively implement culturally responsive practices and move toward equitable outcomes for all students, educators must take every opportunity to critically reflect on a personal, professional, and institutional level. -Identify initial strengths, challenges, and needs regarding the capacity to implement culturally responsive practices -Educators have varying levels of exposure to and experience with culturally responsive practice, as a result of their own professional development and their EOs’ efforts to build capacity in this work.
Virtual
4/18/2023
9:00 AM to 12:00 PM
Preparing a Transition Plan and Interventions for Students Approaching Over-aged and Under-credited Status
Spaces Remaining: 150
School-based and borough office staff will be provided with best practices on how to effectively prepare interventions and transition plans prior to any student approaching over age status. Participants will also learn how to implement interventions and track student progress that will lead to the attainment of a diploma.
Virtual- Microsoft Teams Webinar
4/18/2023
11:30 AM to 1:30 PM
Values, Equity, and Cultural Responsiveness, Queens RPC
Spaces Remaining: 148
This professional learning 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
4/18/2023
12:00 PM to 3:00 PM
Creating the IEP-Part 1 | Virtual Training| Bronx RPC
Spaces Remaining: 100
'This is a 2-part session designed to develop participants' understanding of the components of a quality IEP that provides students with disabilities access to the general education curriculum. 4/18/22 and 4/25/22. Participants must attend both days. Participants will: -Deepen their understanding of the components of a quality IEP that provides students with disabilities access to the general education curriculum. -Improve the development of IEPs -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. Intended Audience: Bronx -General and Special Education Teachers, Psychologists, Related Service providers, CSE/CPSE staff and Administrators. ' In order to receive complete CTLE credit, both sessions needed to be attended.
Virtual
4/18/2023
1:30 PM to 3:30 PM
SET - CDOS Module 2 Learning Standards - Part 1 - Virtual Training | Brooklyn RPC
Spaces Remaining: 25
'This training can and should be offered to a wide-range of participants. These include, but are not limited to special and general education teachers, special and general education administrators, transition coordinators, and all related service providers. Participants will recognize: 1. New York State has developed the Career Development and Occupational Studies (CDOS) standards to prepare all students (not just students with disabilities) to recognize student achievement of their learning standards towards work readiness knowledge and skills. The foundation of the CDOS Commencement Credential are these standards. 2. Students need to be instructed on the CDOS Commencement Level standards in Career Development, Integrated Learning and Universal Foundation Skills. This instruction should be provided through multiple experiences (integrated into the general education setting, during real life experiences, explicitly taught) '
Virtual
4/18/2023
2:30 PM to 4:00 PM
Diploma & Credentials: Options for Students with Disabilities, Queens RPC
Spaces Remaining: 48
This training is to help increase school providers understanding of Diploma and Credentialing options for students with disabilities. This presentation will help them to recognize and identify: 1. The definition of self-determination and its relation to determining individualized diploma and graduation options 2. The credit requirements for graduation in NYS. 3. The Multiple Pathways to Graduation 4 + 1 Option requirements for all students. 4. The appeal eligibility criteria for all students 5. The safety net options for students with disabilities 6. The exiting credentials available in NYS and the requirements for each Intended Audience: General Education Teachers, Special Education Teachers, Administrators, School Counselors, School Psychologists and other service providers.
Virtual
4/19/2023
9:00 AM to 3:30 PM
Classroom Management/ In-Person Training| BRONX Regional Partnership Center
Spaces Remaining: 30
'***NOTE: This is a 2-day LIVE training, 4/19/23 & 4/26/23. Participants are expected to attend ALL sessions. *** 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 system of support (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 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. In this two-day series, we will present the following classroom management strategies: Day 1: • Arranging the physical • Defining, teaching, and acknowledging expectations and rules • Defining and teaching classroom procedures and routines • Active supervision • Providing behavior specific praise Day 2: • 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 would like more information on positive behavior support– classroom management strategies. ' In order to receive full CTLE credits, all registrants MUST attend all sessions.
1 Fordham Plaza, Room 820
4/19/2023
12:00 PM to 2:30 PM
Developing an Effective Student Exit Summary (Bronx Regional Partnership Center)
Spaces Remaining: 25
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. Expected Outcomes: 1. Analyze the importance of students’ self-determination skills in making the Student Exit Summary a meaningful and relevant document 2. Learn the federal and state requirements for the Student Exit Summary 3. Recognize and identify the required components of the Student Exit Summary 4. Identify a process for the development and issuance of the Student Exit Summary that that is student-centered
Virtual
4/19/2023
1:00 PM to 3:00 PM
Career Development Occupation Studies (CDOS) Learning Standards | Virtual Training | Manhattan RPC
Spaces Remaining: 100
New York State has developed the Career Development and Occupational Studies (CDOS) standards to prepare all students (not just students with disabilities) to recognize student achievement of their learning standards towards work readiness knowledge and skills. The foundation of the CDOS Commencement Credential are these standards.
Virtual
4/20/2023
10:00 AM to 12:00 PM
Defining Explicit Instruction as an Evidenced Based Practice and The benefits of Explicit Instruction
Spaces Remaining: 20
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
4/20/2023
10:00 AM to 12:00 PM
Using the Competing Behavior Pathway to Identify Interventions- Part 2/2- Manhattan RPC
Spaces Remaining: 46
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 three sessions of this professional learning series is strongly recommended.*
Virtual
4/24/2023
2:30 PM to 4:00 PM
Best Practices in Academic Progress Monitoring: Effective Assessment for Improving Individual Student Outcomes (Part 3)
Spaces Remaining: 48
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. Participants are given an opportunity for independent work with support from the presenters. ***Part 3 of 3 part series
Virtual -Staten Island-District 31
4/25/2023
9:30 AM to 11:00 AM
Evidence-Based Practices for Improving Graduation Rate and Decreasing Dropout | Virtual Training | Manhattan RPC
Spaces Remaining: 50
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.
Virtual
4/25/2023
9:30 AM to 12:30 PM
SET - Test Accommodations for Students with Disabilities | Part 1 | Virtual Training | Brooklyn RPC
Spaces Remaining: 25
'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
4/25/2023
10:00 AM to 11:00 AM
Testing Accommodations for Students with Disabilities, Queens 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). Participants will: -know the purpose of test accommodations. -define test accommodations. -understand their role in supporting a student with their test accommodations. -recognize that instructional accommodations used in the classroom should be aligned with the testing accommodations provided during assessment.
Virtual
4/25/2023
12:00 PM to 3:00 PM
Creating the IEP Part 2-| Virtual Training| Bronx RPC
Spaces Remaining: 100
'This is a 2-part session designed to develop participants' understanding of the components of a quality IEP that provides students with disabilities access to the general education curriculum. Participants must attend both days. Participants will: -Deepen their understanding of the components of a quality IEP that provides students with disabilities access to the general education curriculum. -Improve the development of IEPs -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. Intended Audience: Bronx -General and Special Education Teachers, Psychologists, Related Service providers, CSE/CPSE staff and Administrators. ' In order to receive complete CTLE credit, both sessions needed to be attended. **In order to receive full CTLE credits, registrants MUST attend all sessions.**
Virtual
4/25/2023
2:00 PM to 3:30 PM
Next Steps in Specially Designed Instruction Part 2, Queens RPC
Spaces Remaining: 99
The Next Steps with Specially Designed Instruction training/Part 2 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. 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 are encouraged to attend. 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
4/25/2023
2:30 PM to 4:00 PM
Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning Part II| Virtual Training | Brooklyn RPC
Spaces Remaining: 30
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. 
Virtual
4/26/2023
12:00 PM to 2:30 PM
Transition Assessments - Four Part Series Parts 1| Virtual Training| Bronx RPC
Spaces Remaining: 24
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. Part 1: Transition Assessment - 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 All registrants need to attend all training sessions in order to receive complete CLTE credit.
Virtual
4/27/2023
9:00 AM to 11:00 AM
Manhattan April 2023 TTL Meeting
Spaces Remaining: 148
Transition Team Leaders will gain knowledge and skills that will support them in implementing best practices in postsecondary planning for students with disabilities. Participants will also learn how to create sustainable structures around transition planning and service delivery at their respective schools.
Virtual- Microsoft Teams Webinar
4/27/2023
9:00 AM to 11:00 AM
Queens TCAC TTL Meeting #8 Transition Data-Revisiting WBL & Internship Readiness
Spaces Remaining: 246
Transition Team Leader Monthly Meeting Team Leaders will gain knowledge and skills that will support them in implementing best practices in postsecondary planning for students with disabilities. Participants will also learn how to create sustainable structures around transition planning and service delivery at their respective schools.
Virtual
4/27/2023
10:00 AM to 12:00 PM
BK TCAC TTL Meeting #8: Revisiting Work-based Learning and Internship Readiness
Spaces Remaining: 149
Participants will learn how to create sustainable structures around work-based learning at their respective schools - from programming and document management to the alignment of classroom and workplace experiences and the leveraging of appropriate community-based resources.
Virtual- Microsoft Teams Webinar
4/27/2023
10:00 AM to 12:00 PM
Explicit Instruction: An Evidence- Based Practice- The Big ideas of Explicit Instruction and Five Essential Practices Module 3&4
Spaces Remaining: 20
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
4/27/2023
10:00 AM to 12:00 PM
Staten Island Transition Team Leader Meeting- Revisiting WBL and Internship Readiness
Spaces Remaining: 149
Participants will learn how to create sustainable structures around work-based learning at their respective schools - from programming and document management to the alignment of classroom and workplace experiences and the leveraging of appropriate community-based resources.
Virtual- Microsoft Teams Webinar
4/27/2023
10:00 AM to 12:00 PM
Using the FBA/BIP Process to Support Students Needing Intensive Interventions- Part 4/5- Manhattan RPC
Spaces Remaining: 38
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This five-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
4/27/2023
2:00 PM to 3:30 PM
Introduction to the Behavior Pathway- Module 3, Queens RPC
Spaces Remaining: 98
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. 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
4/27/2023
2:15 PM to 3:15 PM
Leading the IEP Process Module 7: Annual Review, Queens RPC
Spaces Remaining: 28
This module addresses the specific responsibilities of the District Representative and the IEP team, as well as regulations and procedures related to the process of annual review. This training is intended for administrators, general and special education teachers, psychologists, social workers and guidance counselors. Ensure: • Information is available on the student’s progress • Discussion on student strengths, needs and parent concerns • Identification of new annual goals • Reconsideration of programs and services • Discussion on LRE • Consensus and common understanding of the recommendations
Virtual
May
5/2/2023
9:00 AM to 12:00 PM
Transition Planning for CTE Students with IEPs
Spaces Remaining: 150
CTE educators will gain knowledge and skills about different disability classifications and will review the key sections of an IEP. Participants will also review the key transition section and components of an IEP and how this knowledge can help them maximize transition support and planning for CTE students with disabilities.
Virtual- Microsoft Teams Webinar
5/2/2023
12:30 PM to 2:30 PM
Leading the IEP Process| Regulatory Foundations Module 1 | Virtual Training| Bronx RPC
Spaces Remaining: 100
'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 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.
Virtual
5/2/2023 2:00 PM
Fundamentals of Explicit Instruction, Queens RPC
Spaces Remaining: 100
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 EDI lesson plan.
Virtual
5/3/2023
9:00 AM to 11:00 AM
Foundations of Effective Reading: Understanding the Science of Reading:, Queens RPC
Spaces Remaining: 60
The purpose of this training series 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. Targeted Audience: Special education teachers, general education teachers, literacy/reading instructors, and administrators Participants will be able to: • Describe the current status of reading achievement of students in the United States and New York State. • Describe the gap between what is known about effective reading instruction and the implementation of effective reading instruction. • Identify theories of reading that are supported by research. • List the skills that are essential for proficient reading and how to best teach those skills.
Virtual
5/3/2023
12:00 PM to 2:30 PM
Transition Assessments - Four Part Series Part 2| Virtual Training| Bronx RPC
Spaces Remaining: 24
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. Part 2: Transition Assessments for Education and Training, Employment, and Independent Living Participants will explore: • Assessments for education and training . Self-Awareness and Career awareness . Assessments that generalize across areas . Assessments for students who want to attend college . Assessments for students who want to immediately enter the workforce • Assessments for employment . Employment assessment applications (app) • Assessments for independent living . Progress monitoring apps All registrants need to attend all training sessions in order to receive complete CLTE credit.
Virtual
5/4/2023
10:00 AM to 12:00 PM
Explicit Instruction: An Evidenced Based Practice for Effective and Long-Term Learning/Module 5/ Common Elements and Additional Practices Used in Explicit Instruction
Spaces Remaining: 19
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
5/4/2023
1:00 PM to 3:00 PM
Promoting Self-Determination for Students with Disabilities | Virtual Training | Manhattan RPC
Spaces Remaining: 100
This training covers principles of self-determination and provides small group activities to action plans to implement self-determination concepts.
Virtual
5/5/2023
1:00 PM to 2:00 PM
Explicit Instruction/Writing Clear and Effective Learning Objectives Part 1/Manhattan
Spaces Remaining: 100
'1. Participants will deconstruct learning standards and create specific learning standards. 2. Learning Objectives should match independent practice. 3. Participants will analyze whether or not Learning objectives are achievable by the end of the lesson. 4. Participants will analyze if learning objectives are student friendly.'
Virtual
5/8/2023
9:00 AM to 2:20 PM
Next Steps With Specially Designed Instruction
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.
Richmondtown Library
5/9/2023
9:00 AM to 10:00 AM
Effective and Collaborative Implementation of Family Engagement Resources
Spaces Remaining: 50
Objectives: -Equitably increase collaborative engagement with all and diverse families, effectively. -Increased family involvement, knowledge and expectations, using collaborative strategies, to encourage diverse inputs and equitable process. -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
5/9/2023
9:00 AM to 12:00 PM
Effective Exit Summary
Spaces Remaining: 50
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
Richmondtown Library
5/9/2023
9:00 AM to 12:00 PM
Postsecondary Options for Students with Intellectual Disabilities and/or Autism
Spaces Remaining: 149
School-based and borough office staff will explore postsecondary options for students who are classified with an intellectual disability (ID) or Autism. Postsecondary options will include college, vocational programs, independent living and financial independence.
Virtual- Microsoft Teams Webinar
5/9/2023
12:00 PM to 3:00 PM
Developing Standards-Based IEPs | Virtual Live Training| Bronx RPC
Spaces Remaining: 60
'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
5/10/2023
9:00 AM to 3:30 PM
Alternatives to Suspension/ 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 a number of resources that will be provided and referenced, so participants should bring their laptops or tablets to access the materials. Expected outcomes: Participants will 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. In order to receive full CLTE credits, all registrants MUST attend all sessions.
1 Fordham Plaza, Room 820
5/10/2023
10:00 AM to 12:00 PM
Using the FBA/BIP Process to Support Students Needing Intensive Interventions- Part 5/5- Manhattan RPC
Spaces Remaining: 39
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This five-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
5/10/2023
12:00 PM to 2:30 PM
Transition Assessments - Four Part Series Part 3 | Virtual Training| Bronx RPC
Spaces Remaining: 24
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. Part 3: Using Transition Assessment Results Throughout the Individualized Education Program (IEP) Participants will: • Review the Assessment to Practice Tool • Explore Case Study #1 – Johnny • Review, analyze, and apply Johnny’s transition assessment results throughout the IEP • Explore Case Study #2 – Sean • Review, analyze, and apply Sean’s transition assessment results throughout the IEP • Explore additional case studies All registrants need to attend all training sessions in order to receive complete CLTE credit.
Virtual
5/11/2023
8:00 AM to 10:00 AM
Test Accommodations for Students with Disabilities-Manhattan RPC
Spaces Remaining: 50
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). Participants will: • know the purpose of test accommodations. • define test accommodations. • understand their role in supporting a student with their test accommodations. • recognize that instructional accommodations used in the classroom should be aligned with the testing accommodations provided during assessment. Students will be provided access to and participate in general education curriculum and in courses that will prepare them to take and pass the required examinations. Target Audience: Special Education Teachers, General Education Teachers, Building Principals/Administrators, Committee on Special Education (CSE) Chairpersons, Parents/Families
Virtual
5/11/2023
9:00 AM to 12:00 PM
Building Workplace Partnerships for ELLs and Students with IEPs enrolled in a CTE program
Spaces Remaining: 150
CTE educators will gain knowledge and skills to support students with disabilities and ELLs to prepare for postsecondary success. Participants will review how to inform and support host sites with students who are ELLs and/or have disabilities. They will also explore partnership development, and processes to use when matching students and partners.
Virtual- Microsoft Teams Webinar
5/11/2023
10:00 AM to 12:00 PM
Specially Designed Instruction for Administrators - Bronx RPC
Spaces Remaining: 20
The Specially Designed Instruction for Administrators professional development training package is the fifth in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. 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 their 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.
Virtual
5/15/2023
9:00 AM to 2:20 PM
Classroom Management 2-Day 5/15 & 5/16
Spaces Remaining: 49
This 2-day training is designed for PreK-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. Must attend both days to receive CTLE credit.
Richmondtown Library
5/16/2023
8:45 AM to 2:20 PM
Classroom Management 2-Day 5/15 & 5/16
Spaces Remaining: 49
This 2-day training is designed for PreK-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. Must attend both days to receive CTLE credit.
Richmondtown Library
5/16/2023
9:30 AM to 11:00 AM
Agency 101 | Virtual Training | Manhattan RPC
Spaces Remaining: 50
This package intends to provide an overview of the various adult service agencies available in New York State (NYS) and the different types of services they provide. The package is intended to be updated by regions to include regional contact information and can be provided in collaboration with the various adult service agencies.
Virtual
5/16/2023
12:30 PM to 2:30 PM
Leading the IEP Process | Module 2 | Referral | Virtual Live Session| Bronx RPC
Spaces Remaining: 100
'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
5/16/2023
1:00 PM to 2:30 PM
USING THE COMPETING BEHAVIOR PATHWAY TO IDENTIFY INTERVENTIONS- Day 1 of 2- Virtual Training – BROOKLYN Regional Partnership Center
Spaces Remaining: 99
This professional learning opportunity is the first of two sessions on understanding and using the competing behavior pathway to identify appropriate supportive behavioral interventions. **Please note: Participants should register for Day 2 (6/8/23). This professional learning opportunity is designed for District and School level teams, General and Special Education teachers, related service providers, social workers, psychologists, guidance counselors, and paraprofessionals. Participants will learn each of the components of the Competing Behavior Pathway to understand what environmental factors are triggering, maintaining and/or reinforcing the problem behavior, as well as learn to identify a function-based replacement behavior, and explicitly teach and reinforce the new socially appropriate behavior.
Virtual
5/16/2023
1:30 PM to 3:30 PM
'SET - Evidence-Based Practices for Improving Graduation Rate and Decreasing Dropout - Part 1 - Virtual Training | Brooklyn RPC '
Spaces Remaining: 25
'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. 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 '
Virtual
5/16/2023
2:00 PM to 3:30 PM
Fundamentals of Explicit Instruction, Queens RPC
Spaces Remaining: 99
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 EDI lesson plan.
Virtual
5/16/2023
2:30 PM to 4:00 PM
Developing an Effective Student Exit Summary, Queens RPC
Spaces Remaining: 48
This training provides 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 learn the following specifics about Student Exit Summaries: • The importance of students’ self-determination skills in making the Student Exit Summary a meaningful and relevant document. • Federal and state requirements • Recognize and identify the required components • Identify a process for the development and issuance of the Student Exit Summary that that is student-centered Intended Audience: General Education Teachers, Special Education Teachers, Administrators, School Counselors, School Psychologists and other service providers.
Virtual
5/17/2023
9:00 AM to 1:00 PM
Dimensions of Equity in Education (Full Training) - Bronx Regional Partnership Center
Spaces Remaining: 39
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.
Virtual
5/17/2023
12:00 PM to 2:30 PM
Transition Assessments - Four Part Series Part 4 | Virtual Training| Bronx RPC
Spaces Remaining: 24
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. Part 4: Transition Assessment for Students with Significant Disabilities (Optional) Participants will: • Learn research that supports transition assessments for students with significant disabilities • Use transition assessments for students with significant disabilities • Learn to use transition assessment results for students with significant disabilities for transition planning. All registrants need to attend all training sessions in order to receive complete CLTE credit.
Virtual
5/18/2023
9:00 AM to 12:00 PM
The Role of WBL in Transition Planning for CTE Students with IEPs
Spaces Remaining: 150
CTE educators will learn about the connections between transition planning and work-based learning including the CDOS curriculum, CDOS credential requirements, transition assessments, the coordinated set of transition activities, measurable postsecondary goals and specifically how WBL can support students’ attainment of their postsecondary goals.
Virtual- Microsoft Teams Webinar
5/18/2023
10:00 AM to 12:00 PM
Specially Designed Instruction for Administrators - Bronx RPC
Spaces Remaining: 20
The Specially Designed Instruction for Administrators professional development training package is the fifth in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. 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 their 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.
Virtual
5/18/2023
1:00 PM to 2:00 PM
Writing Effective Clear learning Objectives Session 2 ( It would be recommended that you would take Session 1 prior, but it is not mandatory)-MANHATTAN RPC
Spaces Remaining: 100
'1. Participants will analyze their own learning objectives. 2. Participants will deconstruct their learning standards to create specific learning objectives that would be achievable by the end of the lesson. Learning Objectives should match independent learning objectives 3. Participant will rewrite their own learning objectives to observe that there are skills, concepts and in what context. '
Virtual
5/18/2023
2:00 PM to 3:30 PM
Using the Competing Behavior Pathway to Identify Interventions- Module 1, Queens RPC
Spaces Remaining: 100
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
5/23/2023
9:00 AM to 1:00 PM
Testing Accommodations
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
5/23/2023
9:30 AM to 12:30 PM
SET - Test Accommodations for Students with Disabilities | Part 1 | Virtual Training | Brooklyn RPC
Spaces Remaining: 25
'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
5/23/2023
10:00 AM to 11:00 PM
Testing Accommodations for Students with Disabilities, Queens 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). Participants will: -know the purpose of test accommodations. -define test accommodations. -understand their role in supporting a student with their test accommodations. -recognize that instructional accommodations used in the classroom should be aligned with the testing accommodations provided during assessment.
Virtual
5/23/2023
12:00 PM to 3:00 PM
Leading the IEP Process | Module 3: Evaluation and Module 4: Eligibility| Virtual Live Session
Spaces Remaining: 100
'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. 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. '
Virtual
5/24/2023
12:00 PM to 2:30 PM
Developing an Effective Student Exit Summary (Bronx Regional Partnership Center)
Spaces Remaining: 25
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. Expected Outcomes: 1. Analyze the importance of students’ self-determination skills in making the Student Exit Summary a meaningful and relevant document 2. Learn the federal and state requirements for the Student Exit Summary 3. Recognize and identify the required components of the Student Exit Summary 4. Identify a process for the development and issuance of the Student Exit Summary that that is student-centered
Virtual
5/25/2023
9:00 AM to 11:00 AM
Manhattan May 2023 TTL Meeting
Spaces Remaining: 148
Transition Team Leaders will gain knowledge and skills that will support them in implementing best practices in postsecondary planning for students with disabilities. Participants will also learn how to create sustainable structures around transition planning and service delivery at their respective schools.
Virtual- Microsoft Teams Webinar
5/25/2023
9:00 AM to 11:00 AM
Queens TCAC TTL Meeting #9 Transition Data-Preparing for Post Secondary Options
Spaces Remaining: 247
Transition Team Leader Monthly Meeting Team Leaders will gain knowledge and skills that will support them in implementing best practices in postsecondary planning for students with disabilities. Participants will also learn how to create sustainable structures around transition planning and service delivery at their respective schools.
Virtual
5/25/2023
10:00 AM to 12:00 PM
Alternatives to Suspensions- Part 1/3- Manhattan RPC
Spaces Remaining: 49
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This three-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 all three sessions of this professional learning series is strongly recommended.*
Virtual
5/25/2023
10:00 AM to 12:00 PM
BK TCAC TTL Meeting #9: Preparing for Post-Secondary Options
Spaces Remaining: 149
During this session, Transition Team Leaders will gain knowledge and skills that will support them in implementing best practices in postsecondary planning for students with disabilities. They will do so by identifying the postsecondary pathways that students may pursue, aligning their college and career readiness initiatives to increase postsecondary preparedness and building awareness around available resources.
Virtual- Microsoft Teams Webinar
5/25/2023
10:00 AM to 12:00 PM
Staten Island Transition Team Leader Meeting- Preparing for Postsecondary Options
Spaces Remaining: 149
During this session, Transition Team Leaders will gain knowledge and skills that will support them in implementing best practices in postsecondary planning for students with disabilities. They will do so by identifying the postsecondary pathways that students may pursue, aligning their college and career readiness initiatives to increase postsecondary preparedness and building awareness around available resources.
Virtual- Microsoft Teams Webinar
5/25/2023
2:15 PM to 3:15 PM
Leading the IEP Process Module 8: Reevaluation, Queens RPC
Spaces Remaining: 29
This module addresses the specific responsibilities of the District Representative and the IEP team, as well as regulations and procedures related to the process of reevaluation. This training is intended for administrators, general and special education teachers, psychologists, social workers and guidance counselors Objectives: • Ensure provision of information about the student’s current performance that can be reviewed as part of this process • Determine what assessments should be completed in the reevaluation • Ensure student and parent involvement in the reevaluation process • Understand district procedure for obtaining parent consent
Virtual
5/31/2023
9:00 AM to 3:30 PM
Day 1 Using the FBA and BIP Process to Support Students Needing Intensive Intervention| In-Person Training| BRONX Regional Partnership Center
Spaces Remaining: 29
'***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
5/31/2023
12:00 PM to 2:30 PM
Diploma and Credential Options for Students with Disabilities | Bronx Regional Partnership Center
Spaces Remaining: 25
This professional development package describes the Diploma and Graduation types that are available to New York state students. Targeted audience including but not limited to, general and special education administrators, special education teachers, school counselors, school psychologists and other related service providers. Participants will recognize and identify: The definition of self-determination and its relation to determining individualized diploma and graduation options The credit requirements for graduation in NYS The Multiple Pathways to Graduation 4 + 1 Option requirements for all students
Virtual
June
6/1/2023
2:00 PM to 3:30 PM
Using the Competing Behavior Pathway to Identify Interventions Module 2 and 3, Queens RPC
Spaces Remaining: 99
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
6/1/2023
2:15 PM to 3:15 PM
Leading the IEP Process Module 10: Effective IEP Meetings, Queens RPC
Spaces Remaining: 28
The District Representative serves as the individual who oversees the meeting to ensure it is conducted consistent with legal requirements and in a manner that promotes the meaningful participation of all members, including the student’s parents. Managing difficult meetings requires that a District Representative utilizes certain skills, focuses the discussion of the IEP team, and helps to build consensus among all IEP team members. This training is intended for administrators, general and special education teachers, psychologists, social workers and guidance counselors. Objectives: • Understand facilitator and leadership skills to keep the focus of the IEP Team on the needs of the student • Identify strategies to encourage the student’s parents to participate in a meaningful way at the IEP meeting • Implement procedures needed to be put in place in your district/school to support positive outcomes at IEP meetings
Virtual
6/2/2023
1:00 PM to 3:00 PM
Agency 101 | Virtual Training | Manhattan RPC
Spaces Remaining: 75
This package intends to provide an overview of the various adult service agencies available in New York State (NYS) and the different types of services they provide. The package is intended to be updated by regions to include regional contact information and can be provided in collaboration with the various adult service agencies.
Virtual
6/5/2023
2:30 PM to 4:00 PM
Specially Designed Instruction for Administrators
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
6/6/2023
9:30 AM to 12:30 PM
SET - Test Accommodations for Students with Disabilities | Part 1 | Virtual Training | Brooklyn RPC
Spaces Remaining: 25
'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
6/6/2023
10:00 AM to 11:00 AM
Testing Accommodations for Students with Disabilities, Queens 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). Participants will: -know the purpose of test accommodations. -define test accommodations. -understand their role in supporting a student with their test accommodations. -recognize that instructional accommodations used in the classroom should be aligned with the testing accommodations provided during assessment.
Virtual
6/6/2023
2:30 PM to 4:00 PM
Promoting Self-Determination in Students with Disabilities, Queens RPC
Spaces Remaining: 47
In this training participants will deepen their understanding of the concepts and principles of self-determination, their applications, and enhancing their student’s self-determination skills. They will be able to identify the components of self-determination and how they are correlated with positive post-secondary outcomes for students. Participants will also learn how to develop practices that support the development of self-determination in students through student centered IEPs. Intended Audience: General Education Teachers, Special Education Teachers, Administrators, School Counselors, School Psychologists and other related service providers'
Virtual
6/7/2023
9:00 AM to 11:00 AM
Explicit Vocabulary Instruction, Queens RPC
Spaces Remaining: 50
This is a three-part series Professional Development on embedding Explicit Vocabulary Instruction into primarily Tier I instruction. The Professional Learning Opportunity is from 9:00AM-11:00AM on the following dates: • Part 1: June 7, 2023 • Part 2: June 14, 2023 • Part 3: June 21, 2023 Intended Audience: Literacy Specialists; Special Education Teachers; General Education Teachers; School Psychologists; Principals, Assistant Principals 'At the conclusion of this series, • 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
6/7/2023
9:00 AM to 2:00 PM
Values, Equity, and Culturally Responsiveness - Bronx Regional Partnership Center
Spaces Remaining: 39
***Pre-Requisites: MUST ATTEND: “Fundamentals of Equity: Exploring Equity and Cultural Responsiveness” and “Dimensions of Equity in Education” before attending this training.*** 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. Session Objectives: Educators and EO staff will use family engagement surveys and resources to improve parental involvement. Educators and EO staff will understand and value the roles of parents, families, and students with special needs in special educational processes. By leveraging student cultures and values in teaching, learning & classroom management systems, EOs will experience a reduction in suspension and misclassification/over-classification of students.
Virtual
6/7/2023
12:00 PM to 2:30 PM
Student Directed IEP for Professionals Four part series: Part 4 (Bronx RPC)
Spaces Remaining: 24
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. Networking and brainstorming with colleagues from other EOs and national resources are provided. Participants will identify: •The components and research that support self-determination instruction and the student-directed approach. •Materials and resources to aid in the promotion of self-determination & how to reflect these skills in the IEP. •Self-determination assessments to assist in obtaining the individualized information to build student skills. •Considerations for culturally and linguistically diverse (CLD) students and families. •That each individual’s journey to self-determination begins at birth and continues throughout their lifespan. •Considerations for use of assistive technology and other logistics that will impact the celebration on Meeting 4. •Participants will receive/provide peer support and resources to aid in the delivery of self-determination instruction. •Participants will receive/provide peer support and resources to assist in the implementation of the student-directed approach. •Identify various pieces of documentation to be completed and submitted to measure the impact of their work. **In order to receive full CTLE credit all registrants MUST attend all sessions.**
Virtual
6/7/2023
2:30 PM to 4:00 PM
Specially Designed Instruction for Administrators-Manhattan RPC
Spaces Remaining: 75
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 their 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. Target Audience: Administrators
Virtual
6/8/2023
9:00 AM to 10:00 AM
Introduction to Culturally Responsive-Sustaining Education. Queens RPC
Spaces Remaining: 50
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). Objectives: ? Explore foundational elements of culture and Culturally Responsive Education ? Reflect on personal culture and experiences ? Become familiar with the NYSED Culturally Responsive-Sustaining Education framework
Virtual
6/8/2023
9:30 AM to 11:00 AM
Promoting Self-Determination for Students with Disabilities | Virtual Training | Manhattan RPC
Spaces Remaining: 50
This training covers principles of self-determination and provides small group activities to action plans to implement self-determination concepts.
Virtual
6/8/2023
10:00 AM to 12:00 PM
Alternatives to Suspensions- Part 2/3- Manhattan RPC
Spaces Remaining: 50
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This three-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 all three sessions of this professional learning series is strongly recommended.*
Virtual
6/8/2023
10:00 AM to 12:00 PM
Test Accommodations for SWD | Virtual Training | Manhattan RPC
Spaces Remaining: 100
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
6/8/2023
1:00 PM to 2:30 PM
'USING THE COMPETING BEHAVIOR PATHWAY TO IDENTIFY INTERVENTIONS- Day 2 of 2- Virtual Training – BROOKLYN Regional Partnership Center '
Spaces Remaining: 99
This professional learning opportunity is the first of two sessions on understanding and using the competing behavior pathway to identify appropriate supportive behavioral interventions. **Please note: Participants should register for Day 1 (5/16/23). This professional learning opportunity is designed for District and School level teams, General and Special Education teachers, related service providers, social workers, psychologists, guidance counselors, and paraprofessionals. Participants will learn each of the components of the Competing Behavior Pathway to understand what environmental factors are triggering, maintaining and/or reinforcing the problem behavior, as well as learn to identify a function-based replacement behavior, and explicitly teach and reinforce the new socially appropriate behavior.
Virtual
6/13/2023
1:30 PM to 3:30 PM
SET - Promoting Self-Determination for Transitioning Students - Part 1 - Virtual Training | Brooklyn RPC
Spaces Remaining: 25
'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: 1. Recognize and identify the definition of self-determination and the elements that comprise self-determination 2. Access and utilize materials and resources to aid in the promotion of self-determination throughout the transition planning process '
Virtual
6/14/2023
9:00 AM to 3:30 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
'***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
6/14/2023
9:00 AM to 1:00 PM
Testing Accommodations
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
6/14/2023
12:00 PM to 2:30 PM
Family Guide to Transition Planning – Preparing Students with Disabilities for Life After High School | (Bronx RPC)
Spaces Remaining: 24
The purpose of the Family Guide to Transition Planning—Preparing Students with Disabilities for Life After High School is to assist families in understanding the transition planning process specifically from high school to life after high school. When families are knowledgeable about the transition process and invited to participate by Educational Organizations (EOs), students with disabilities experience improved post-school outcomes in the areas of employment, postsecondary education, and independent living. Target Audience: Families, students, special and general education teachers, paraprofessionals, related services professionals, school counselors, agency/community service providers, or case managers.
Virtual
6/15/2023
10:00 AM to 12:00 PM
Alternatives to Suspensions- Part 3/3- Manhattan RPC
Spaces Remaining: 50
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This three-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 all three sessions of this professional learning series is strongly recommended.*
Virtual
6/15/2023
10:00 AM to 12:00 PM
BK TCAC TTL Meeting #10: Review Transition Data & Close out the Year
Spaces Remaining: 149
This session will serve as an opportunity to progress monitor the effectiveness of school-based systems and structures in supporting measurable postsecondary goal setting and attainment for students with IEPs or 504s. Participants will analyze a variety of data to reflect on transition planning strengths and struggles within their learning community and begin planning for SY 2023-24.
Virtual- Microsoft Teams Webinar
6/15/2023
10:00 AM to 12:00 PM
Staten Island Transition Team Leader Meeting- Review Transition Data & Close out the Year
Spaces Remaining: 149
This session will serve as an opportunity to progress monitor the effectiveness of school-based systems and structures in supporting measurable postsecondary goal setting and attainment for students with IEPs or 504s. Participants will analyze a variety of data to reflect on transition planning strengths and struggles within their learning community and begin planning for SY 2023-24.
Virtual- Microsoft Teams Webinar
6/15/2023
2:00 PM to 3:30 PM
SDI for Administrators
Spaces Remaining: 100
The Specially Designed Instruction for Administrators professional development training package is the fifth in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. 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 their 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.
Virtual
6/15/2023
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, Queens RPC
Spaces Remaining: 29
The Educational Benefit IEP Reflection: Strategies for Improving Education Programs and Decision Making at the Committee on Special Education and IEP Teams 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. This training is intended for administrators, general and special education teachers, psychologists, social workers and guidance counselors. 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
6/15/2023
2:30 PM to 4:00 PM
Specially Designed Instruction for Administrators| Virtual Training | Brooklyn RPC
Spaces Remaining: 30
The Specially Designed Instruction for Administrators professional development training package is the fifth in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. 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 their 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
6/21/2023
9:00 AM to 3:30 PM
Day 3 Using the FBA and BIP Process to Support Students Needing Intensive Intervention| In-Person Training| BRONX Regional Partnership Center
Spaces Remaining: 28
'***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
6/22/2023
9:00 AM to 11:00 AM
Manhattan June 2023 TTL Meeting
Spaces Remaining: 148
Transition Team Leaders will gain knowledge and skills that will support them in implementing best practices in postsecondary planning for students with disabilities. Participants will also learn how to create sustainable structures around transition planning and service delivery at their respective schools.
Virtual- Microsoft Teams Webinar
6/22/2023
9:00 AM to 11:00 AM
Queens TCAC TTL Meeting #10 Review Transition Data-Close out the year
Spaces Remaining: 246
Transition Team Leader Monthly Meeting Team Leaders will gain knowledge and skills that will support them in implementing best practices in postsecondary planning for students with disabilities. Participants will also learn how to create sustainable structures around transition planning and service delivery at their respective schools.
Virtual
July
7/11/2023
2:30 PM to 8/15/2023 3:30 PM
ASD Horizon ABA Basics PLC - Cohort 4 All Grades
Spaces Remaining: 21
This PLC was designed to provide Horizon educators with an understanding the principles of Applied Behavior Analysis and how to apply these principles in a variety of learning environments to support their students. Topics for the 8 weekly PLC sessions will include: Intro to ABA and ASD; How to Use Reinforcement Strategies to Motivate Student Learning; How to Teach Complex Skills, Behavior Part 1: ABA and MTSS; Behavior Part 2: Functions of Behavior and Individualized Student Supports; Data Collection, Incidental Teaching Strategies; and How to Expand Language Using Incidental Teaching Strategies. The Cohort will meet virtually for 8 sessions from 2:30pm-3:30pm. Session 1: July 11, 2023 Session 2: July 13, 2023 Session 3: July 18, 2023 Session 4: July 25, 2023 Session 5: July 27, 2023 Session 6: August 1, 2023 Session 7: August 8, 2023 Session 8: August 15, 2023 This PLC Cohort is for staff working with ASD Horizon students in any grade. Attendees are eligible for 1 hour of CTLE for each session attended.
Virtual
January
1/8/2024
to 7/17/2030
Create An Account
Spaces Remaining: 29427
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.