Month
Date
Location
Upcoming Event
January
1/28/2020
9:00 AM - 3:00 PM
131 Livingston Street Room 508B
Leading the IEP Process: IEP Implementation, Annual Review & Reevaluation
Spaces Remaining: 1
'Audience: Those serving as District Representative, such as special education teachers, psychologists, related service providers, and administrators. The District Representative has specific role responsibilities which necessitate having and developing related knowledge, skills and competencies. This professional development series will cover the requirements for IEP team membership as established in law and regulations, as well as reviewing the role of the District Representative in each stage of the IEP Process. '
1/28/2020
9:00 AM - 3:00 PM
Teachers College Columbia University
Stepping Up Special Education Teacher Support Services (SETSS) (Middle and High School)
Event is Full
***All five sessions must be attended to receive CTLE credit*** 'This series offers special education and related service providers the opportunity to carefully assess the needs of the students on their caseload through the lens of Specially Designed Instruction (SDI) and adult transdisciplinary collaboration. SETSS providers are invited to attend with a general education collaborating teacher (encouraged but not required). **School administrators (principals, assistant principals) supporting participating SETSS providers will call in to Zoom meetings (video conference calls) from 9:15-10am on the following dates: 1/29, 4/2, 6/1.' 'Participating teachers will learn: 1. To refine their development of students’ IEPs and document learner progress and outcomes. 2. Adult collaborative skills, including: facilitating a planning/problem solving meeting; understanding and resolving conflict; focusing problem-solving on student centered assets-based analysis with keen attention to how the student’s disability affects their learning, engagement, and participation. 3. To balance student learning needs due to disability, including: executive functioning; access to print literacies; and behavioral/emotional/social supports. School-based administrators participating in Zoom meetings will learn: 1. Role of the special educator, ways to flexibly use the expertise of the SETSS provider, direct v. indirect services. 2. Strategies for supporting SETSS providers in their day to day work and setting priorities for their caseload. 3. Considerations for programming, budgeting. '
1/29/2020
8:30 AM - 2:30 PM
Brooklyn TCAC Office- Boys and Girls High School
Understanding CDOS; From Standards to the Commencement Credential (BK)
Spaces Remaining: 8
Participants will develop a holistic understanding of the NYSED Career Development & Occupational Studies (CDOS) Learning Standards and identify opportunities for aligning the CDOS Learning Standards to that of the NYS Learning Standards. Through a series of activities, participants will also cultivate a working understanding of the requirements needed for students to attain the CDOS Commencement Credential as an endorsement to their Diploma or as a 4+1 option toward a Regents Diploma. Participants will review systems and structures that are already in place at the school level and identify work-based learning experiences and instructional activities aimed at increasing college and career readiness.
1/29/2020
8:30 AM - 2:30 PM
Bronx TCAC Office- Dewitt Clinton High School
Understanding CDOS; From Standards to the Commencement Credential (BX)
Spaces Remaining: 12
Participants will develop a holistic understanding of the NYSED Career Development & Occupational Studies (CDOS) Learning Standards and identify opportunities for aligning the CDOS Learning Standards to that of the NYS Learning Standards. Through a series of activities, participants will also cultivate a working understanding of the requirements needed for students to attain the CDOS Commencement Credential as an endorsement to their Diploma or as a 4+1 option toward a Regents Diploma. Participants will review systems and structures that are already in place at the school level and identify work-based learning experiences and instructional activities aimed at increasing college and career readiness.
1/29/2020
8:30 AM - 2:30 PM
Manhattan Transition and College Access Center (TCAC)
Understanding CDOS; From Standards to the Commencement Credential (Man)
Spaces Remaining: 7
Participants will develop a holistic understanding of the NYSED Career Development & Occupational Studies (CDOS) Learning Standards and identify opportunities for aligning the CDOS Learning Standards to that of the NYS Learning Standards. Through a series of activities, participants will also cultivate a working understanding of the requirements needed for students to attain the CDOS Commencement Credential as an endorsement to their Diploma or as a 4+1 option toward a Regents Diploma. Participants will review systems and structures that are already in place at the school level and identify work-based learning experiences and instructional activities aimed at increasing college and career readiness.
1/29/2020
8:30 AM - 2:30 PM
Queens TCAC Office
Understanding CDOS; From Standards to the Commencement Credential (Qns)
Spaces Remaining: 21
Participants will develop a holistic understanding of the NYSED Career Development & Occupational Studies (CDOS) Learning Standards and identify opportunities for aligning the CDOS Learning Standards to that of the NYS Learning Standards. Through a series of activities, participants will also cultivate a working understanding of the requirements needed for students to attain the CDOS Commencement Credential as an endorsement to their Diploma or as a 4+1 option toward a Regents Diploma. Participants will review systems and structures that are already in place at the school level and identify work-based learning experiences and instructional activities aimed at increasing college and career readiness.
1/29/2020
8:30 AM - 2:30 PM
Staten Island TCAC Office- Petrides Complex
Understanding CDOS; From Standards to the Commencement Credential (SI)
Spaces Remaining: 24
Participants will develop a holistic understanding of the NYSED Career Development & Occupational Studies (CDOS) Learning Standards and identify opportunities for aligning the CDOS Learning Standards to that of the NYS Learning Standards. Through a series of activities, participants will also cultivate a working understanding of the requirements needed for students to attain the CDOS Commencement Credential as an endorsement to their Diploma or as a 4+1 option toward a Regents Diploma. Participants will review systems and structures that are already in place at the school level and identify work-based learning experiences and instructional activities aimed at increasing college and career readiness.
1/29/2020
9:00 AM - 3:00 PM
Everyone Reading
Elementary Year 4 CF IEP Teacher Sounds Sensible Training Cohort A
Spaces Remaining: 2
This is a closed session for Year 4 CF IEP teachers ONLY. Sounds Sensible provides hands-on instruction in phonological awareness, alphabet knowledge, understanding letter-sound relationships, and handwriting for beginning and struggling readers. For beginning readers it provides essential instruction that builds the foundational skills of reading to prevent reading failure before it starts. For struggling readers Sound Sensible provides an Orton-Gillingham based reading intervention for any grade level that serves as Pre-Level 1 of the SPIRE program. Participants will be required to implement the intervention after session one as well as collect pre and post data on students.
1/29/2020
9:00 AM - 3:00 PM
Petrides Complex Building H Room 100
FBA/BIP Training
Spaces Remaining: 1
'Audience: CSE/CPSE Administrators, Psychologists, Teacher Assigned This one day training will provide participants with an overview of Functional Behavior Assessments (FBA) and Behavioral Intervention Plans (BIP). Participants will review the ABC's of behavior and learn how to identify the specific function of a behavior to set the path for developing more appropriate replacement behaviors. Participants will review the steps to successful implementation of an FBA and BIP that are aligned with State and Federal mandates. Participants will learn that addressing challenging behaviors is a collaboration involving teachers, school psychologists, social workers, counselors, families, administrators, and other key stakeholders within a school.' 'Objectives: -Identify behavior in concrete terms -Collect data, gather information, and determine function of behavior -Generate a hypothesis statement -Determine appropriate replacement behavior(s) -Design a behavioral intervention plan -Plan for effective implementation of BIP -Monitor and modify the BIP
1/30/2020
8:30 AM - 2:30 PM
Brooklyn TCAC Office- Boys and Girls High School
Administering and Analyzing Career and Vocational Assessment Inventories (BK)
Spaces Remaining: 19
Participants will develop a more thorough understanding of the purpose and benefits of transition assessment, and how the different levels and types of assessments inform quality IEP development. They will engage in a variety of interactive exercises that apply their understanding of transition assessment, planning and practices to create meaningful instructional activities for students with IEPs. Participants will leave with individualized transition planning tools and/or practices that can be used to improve school-based systems and structures.
1/30/2020
8:30 AM - 2:30 PM
Bronx TCAC Office- Dewitt Clinton High School
Administering and Analyzing Career and Vocational Assessment Inventories (BX)
Spaces Remaining: 17
Participants will develop a more thorough understanding of the purpose and benefits of transition assessment, and how the different levels and types of assessments inform quality IEP development. They will engage in a variety of interactive exercises that apply their understanding of transition assessment, planning and practices to create meaningful instructional activities for students with IEPs. Participants will leave with individualized transition planning tools and/or practices that can be used to improve school-based systems and structures.
1/30/2020
8:30 AM - 2:30 PM
Manhattan Transition and College Access Center (TCAC)
Administering and Analyzing Career and Vocational Assessment Inventories (Man)
Spaces Remaining: 23
Participants will develop a more thorough understanding of the purpose and benefits of transition assessment, and how the different levels and types of assessments inform quality IEP development. They will engage in a variety of interactive exercises that apply their understanding of transition assessment, planning and practices to create meaningful instructional activities for students with IEPs. Participants will leave with individualized transition planning tools and/or practices that can be used to improve school-based systems and structures.
1/30/2020
8:30 AM - 2:30 PM
Queens TCAC Office
Administering and Analyzing Career and Vocational Assessment Inventories (Qns)
Spaces Remaining: 15
Participants will develop a more thorough understanding of the purpose and benefits of transition assessment, and how the different levels and types of assessments inform quality IEP development. They will engage in a variety of interactive exercises that apply their understanding of transition assessment, planning and practices to create meaningful instructional activities for students with IEPs. Participants will leave with individualized transition planning tools and/or practices that can be used to improve school-based systems and structures.
1/30/2020
8:30 AM - 2:30 PM
Staten Island TCAC Office- Petrides Complex
Administering and Analyzing Career and Vocational Assessment Inventories (SI)
Spaces Remaining: 19
Participants will develop a more thorough understanding of the purpose and benefits of transition assessment, and how the different levels and types of assessments inform quality IEP development. They will engage in a variety of interactive exercises that apply their understanding of transition assessment, planning and practices to create meaningful instructional activities for students with IEPs. Participants will leave with individualized transition planning tools and/or practices that can be used to improve school-based systems and structures.
1/30/2020
9:00 AM - 3:00 PM
131 Livingston Street 508A
Advanced Integrated Co- Teaching Professional Learning
Spaces Remaining: 2
** Participants must attend BOTH days in order to receive CTLE credit.** ** This professional learning is for teachers who need additional supports in instructional practices while implementing Co-Teaching Models. The Integrated Co-Teaching (ICT) professional learning opportunities are designed for a co-teaching pair of a general education and special education teacher. In these sessions participants will develop a shared definition of co-teaching, discuss critical components and essential structures of co- teaching, build relationships between co-teachers by exploring beliefs about teaching, foster an equal, collaborative partnership between co-teachers by engaging in shared decision-making around roles and responsibilities, and examine the six models of co-teaching. The third and fourth days of the series support teachers who are familiar with the ICT models and need further professional learning to advance their instructional practices. Day 1 (Jan 30)- Overview: - Creation of lessons and activities that are appropriate for the various co-teaching models (Station Teaching; Team Teaching and One Teach, One Observe) - Use of assessment in instructional planning Day 2 (Feb 5)- Overview: -Creation of lessons and activities that are appropriate for the various co-teaching models (Alternative Teaching, Parallel Teaching, One Teach, One Assist) - Use of assessment in instructional planning '1. Identify the tasks, lessons and activities that are appropriate for each of the co-teaching models. 2. Explain high leverage practices. 3. Identify and describe assessment as a high leverage practice to promote student learning. '
1/30/2020
9:00 AM - 3:00 PM
Petrides Complex - Building A Room 212
CSE/CPSE Chairperson Training Day 3: Module 5 IEP Development
Spaces Remaining: 21
'This module addresses the specific responsibilities of the Committee Chairperson 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 CPSE/CSE. The IEP is a strategic planning document that should be far reaching in its impact. An IEP identifies a student’s unique needs and how a school will strategically address those needs. **Only those who have participated in Day 1 and Day 2 sessions should register for this Day 3 session of the CSE/CPSE Chairperson Training.' '1) Attendees will become familiar with the IEP Development portion of the “Recommendation” process. 2) Attendees will engage with the guiding principles for IEP development, including a deeper understanding of each section of the IEP. 3) Attendees will gain insight regarding the IEP as the cornerstone of the Special Education Process, Free Appropriate Public Education (FAPE), and Educational Benefit. '
1/31/2020
9:00 AM - 3:00 PM
Petrides Complex Building H Room 102
Specially Designed Instruction
Spaces Remaining: 10
'Audience: Special Education and General Education Teachers, Paraprofessionals, and Administrators This one-day (5 hours) training teaches the basic fundamentals of Specially Designed Instruction (SDI) required by Federal and State regulations for students receiving special education services.' Learning Objectives: 'Define Specially Designed Instruction (SDI) Describe and understand Federal and New York State regulatory guidelines for SDI Differentiate SDI from general education instruction Identify what elements of instruction may be adapted in SDI Identify and describe the differences between SDI accommodations and modifications Develop SDI based upon individual student needs using concepts and skills learned during this training '
February
2/4/2020
8:30 AM - 3:00 PM
Edward R. Murrow High School
2 Day Behavior Supports for Students with Autism Spectrum Disorder (ASD)
Event is Full
This 2 day learning series, includes a deep dive into preventative behavioral strategies and supports to promote student independence within inclusive learning environments. These professional learning sessions will help staff understand the impact of autism and sensory processing needs in order to prevent behavioral challenges, teach behaviors with explicit instruction, and best practices to redirect and respond to challenging behaviors. There will also be a focus on executive functioning, socialization, and communication skills, which will impact and improve instructional outcomes. After session 1, participants will engage in a case study activity, which involves individual implementation, data collection, and progress monitoring of strategies. During session 2, we will review case study outcomes in order to problem solve and differentiate instruction, in addition to expanding a repertoire of strategies to support students in their community schools. '1. Learn about executive functioning, socialization, sensory, and communication in students with autism and the implications for instruction. 2. Explore behavioral supports specifically tailored for students with autism. 3. Examine inclusive school-wide preventative supports to ensure students are in their Least Restrictive Environment'
2/5/2020
8:30 AM - 2:30 PM
Microsoft
Acadience Math Essential Workshop
Event is Full: Accepting Wait List Registrations
Wait List Spaces Remaining: 4
Day 1 of the Acadience Math Essential Workshop introduces users to Acadience Math for Grades K-6. The session will unpack the foundations and research behind Acadience Math, how to administer and score all the measures, logistics of assessment, and its use in an outcomes-driven model. Day 2, offers a deeper understanding of the use of Acadience Math data in an Outcomes-Driven Model and is ideal for schools implementing a Multi-Tiered System of Support approach.
2/6/2020
9:00 AM - 3:00 PM
131 Livingston Street Room 508A
Leading the IEP Process: IEP Implementation, Annual Review & Reevaluation
Event is Full
'Audience: Those serving as District Representative, such as special education teachers, psychologists, related service providers, and administrators. The District Representative has specific role responsibilities which necessitate having and developing related knowledge, skills and competencies. This professional development series will cover the requirements for IEP team membership as established in law and regulations, as well as reviewing the role of the District Representative in each stage of the IEP Process. '
2/7/2020
8:00 AM - 2:30 AM
Queens South BCO
Fundamentals of Behavior Supports
Event is Full
In this professional learning opportunity, participants will learn how the adult response is the determining factor in the outcome of a conflict. Students with disabilities experience multiple stressors which may result in challenging behaviors. Participants will learn the importance of adult self-awareness and self-management in responding to these challenging behaviors. In addition, participants will explore the relationships among the five interacting parts of the Conflict Cycle; identify the most common pattern of crisis behavior and practice de-escalation techniques; learn surface management strategies to prevent common behavior problems, and more. Teachers, paraprofessionals, and other school staff are encouraged to attend.
2/13/2020
8:30 AM - 2:30 PM
Brooklyn TCAC Office- Boys and Girls High School
Transition Planning for Multi-lingual Learners with Disabilities (BK)
Spaces Remaining: 25
During this workshop, participants will familiarize themselves with regulatory requirements for both 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). They will also learn about the programs and services that support MLLs/ELLs and SWD including HS graduation pathways, community-based resources and financial aid options. Participants will use these resources to identify ways to help students become self-determined as they explore their postsecondary education, employment and independent living options.
2/13/2020
8:30 AM - 2:30 PM
Bronx TCAC Office- Dewitt Clinton High School
Transition Planning for Multi-lingual Learners with Disabilities (BX)
Spaces Remaining: 22
During this workshop, participants will familiarize themselves with regulatory requirements for both 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). They will also learn about the programs and services that support MLLs/ELLs and SWD including HS graduation pathways, community-based resources and financial aid options. Participants will use these resources to identify ways to help students become self-determined as they explore their postsecondary education, employment and independent living options.
2/13/2020
8:30 AM - 2:30 PM
Manhattan Transition and College Access Center (TCAC)
Transition Planning for Multi-lingual Learners with Disabilities (Man)
Spaces Remaining: 20
During this workshop, participants will familiarize themselves with regulatory requirements for both 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). They will also learn about the programs and services that support MLLs/ELLs and SWD including HS graduation pathways, community-based resources and financial aid options. Participants will use these resources to identify ways to help students become self-determined as they explore their postsecondary education, employment and independent living options.
2/13/2020
8:30 AM - 2:30 PM
Queens TCAC Office
Transition Planning for Multi-lingual Learners with Disabilities (Qns)
Spaces Remaining: 28
During this workshop, participants will familiarize themselves with regulatory requirements for both 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). They will also learn about the programs and services that support MLLs/ELLs and SWD including HS graduation pathways, community-based resources and financial aid options. Participants will use these resources to identify ways to help students become self-determined as they explore their postsecondary education, employment and independent living options.
2/13/2020
8:30 AM - 2:30 PM
Staten Island TCAC Office- Petrides Complex
Transition Planning for Multi-lingual Learners with Disabilities (SI)
Spaces Remaining: 24
During this workshop, participants will familiarize themselves with regulatory requirements for both 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). They will also learn about the programs and services that support MLLs/ELLs and SWD including HS graduation pathways, community-based resources and financial aid options. Participants will use these resources to identify ways to help students become self-determined as they explore their postsecondary education, employment and independent living options.
2/27/2020 8:30 AM
Queens Plaza North (QPN) 2nd fl Room 2A
Acadience Math
Event is Full
Acadience Math is made up of measures of early numeracy, computation, and problem solving that function as indicators of the essential skills that every student must master in order to become proficient in mathematics. The measures can be used to quickly and efficiently monitor the development of mathematics skills. Acadience Math is designed for use in identifying students experiencing difficulty in the acquisition of basic mathematics skills, in order to provide early support and prevent the occurrence of later mathematics difficulties. Acadience Math provides reliable and valid universal screening to identify students who may be at risk for mathematics difficulties. These measures also help identify the skills to target for instructional support. Acadience Math also provides progress monitoring measures for at-risk students while they receive additional, targeted instruction to close achievement gaps. Finally, these measures assist educators in examining the effectiveness of school-wide mathematics supports.
2/28/2020
9:00 AM - 3:00 PM
Petrides Complex - Building A Room 207
Specially Designed Instruction
Spaces Remaining: 12
'Audience: Special Education and General Education Teachers This one-day (5 hours) training teaches the basic fundamentals of Specially Designed Instruction (SDI) required by Federal and State regulations for students receiving special education services.' Learning Objectives: 'Define Specially Designed Instruction (SDI) Describe and understand Federal and New York State regulatory guidelines for SDI Differentiate SDI from general education instruction Identify what elements of instruction may be adapted in SDI Identify and describe the differences between SDI accommodations and modifications Develop SDI based upon individual student needs using concepts and skills learned during this training'
March
3/3/2020
9:00 AM - 3:00 PM
Petrides Complex Building H Room 102
Classroom Management
Spaces Remaining: 9
'Audience: Classroom teachers 3K-Grade 12 This one day training is designed for 3K-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. Please bring a technology device to access digital materials. ' Learning Objectives: 'Discuss classroom management within the context of PBIS Reflect on and assess current strategies Discuss foundational systems for behavior Learn and apply several low-intensity classroom management practices Learn the importance of understanding the function of behavior Learn how to use data to improve classroom management'
3/3/2020
9:00 AM - 3:00 PM
131 Livingston Street Room 508B
Fundamentals of Explicit Instruction
Spaces Remaining: 2
****BOTH DAYS MUST BE ATTENDED TO RECEIVE CTLE CREDIT*** This two day Regional presentation will provide Pre-K through 12th grade general education teachers, special education teachers and administrators with an understanding of Explicit Instruction, an important aspect of Specially Designed Instruction (SDI). Teachers will identify and name the core components of Explicit Instruction and how these components relate to their instructional practices, with the goal of improving outcomes for students with disabilities. Within this work session, teachers will plan an Explicit Instruction lesson using concepts and skills learned during the training. It is expected that participants be prepared to share and review lessons in a collaborative environment. Participants must attend both days of the presentation. Learning Objectives: 'Participants will identify and name the core components and elements of explicit instruction Participants will describe what EDI practices look like in a classroom Participants will plan an EDI lesson using concepts and skills learned during this training'
3/9/2020 9:00 AM
Everyone Reading
CF IEP/Intervention Great Leaps Make up sessions
Spaces Remaining: 20
This course of training is offered exclusively to elementary and K-8th grade CF IEP/Intervention Teachers who have been identified by their Principals in Galaxy and are mandated to attend.
3/11/2020
8:30 AM - 2:30 PM
Brooklyn TCAC Office- Boys and Girls High School
Universal Design for Transition (BK)
Spaces Remaining: 28
Understanding how to implement Universal Design for Learning (UDL) through the authentic application of multiple means of representation, action and expression in a learning environment provides participants with a well-defined framework for students of transition age. Participants will review the three guiding principles of UDL as well as the essentials of Universal Design for Transition (UDT) and how the use of intentional access via instructional planning supports secondary transition planning for students with IEPs.
3/11/2020
8:30 AM - 2:30 PM
Bronx TCAC Office- Dewitt Clinton High School
Universal Design for Transition (BX)
Spaces Remaining: 24
Understanding how to implement Universal Design for Learning (UDL) through the authentic application of multiple means of representation, action and expression in a learning environment provides participants with a well-defined framework for students of transition age. Participants will review the three guiding principles of UDL as well as the essentials of Universal Design for Transition (UDT) and how the use of intentional access via instructional planning supports secondary transition planning for students with IEPs.
3/11/2020
8:30 AM - 2:30 PM
Manhattan Transition and College Access Center (TCAC)
Universal Design for Transition (Man)
Spaces Remaining: 25
Understanding how to implement Universal Design for Learning (UDL) through the authentic application of multiple means of representation, action and expression in a learning environment provides participants with a well-defined framework for students of transition age. Participants will review the three guiding principles of UDL as well as the essentials of Universal Design for Transition (UDT) and how the use of intentional access via instructional planning supports secondary transition planning for students with IEPs.
3/11/2020
8:30 AM - 2:30 PM
Queens TCAC Office
Universal Design for Transition (Qns)
Spaces Remaining: 26
Understanding how to implement Universal Design for Learning (UDL) through the authentic application of multiple means of representation, action and expression in a learning environment provides participants with a well-defined framework for students of transition age. Participants will review the three guiding principles of UDL as well as the essentials of Universal Design for Transition (UDT) and how the use of intentional access via instructional planning supports secondary transition planning for students with IEPs.
3/11/2020
8:30 AM - 2:30 PM
Staten Island TCAC Office- Petrides Complex
Universal Design for Transition (SI)
Spaces Remaining: 24
Understanding how to implement Universal Design for Learning (UDL) through the authentic application of multiple means of representation, action and expression in a learning environment provides participants with a well-defined framework for students of transition age. Participants will review the three guiding principles of UDL as well as the essentials of Universal Design for Transition (UDT) and how the use of intentional access via instructional planning supports secondary transition planning for students with IEPs.
3/17/2020
8:30 AM - 2:30 PM
Brooklyn TCAC Office- Boys and Girls High School
Postsecondary Options for Students with Intellectual Disabilities or Autism (BK)
Spaces Remaining: 30
This workshop is designed to support staff of students who are classified with an intellectual disability (ID) or Autism Spectrum Disorder (ASD) as they explore postsecondary options for their students, including college, vocational programs, independent living and financial planning. Representatives from Access-VR, Office of People with Developmental Disabilities (OPWDD) and CUNY Disabilities Programs will be present to answer specific questions and discuss how their organizations can support your students’ postsecondary goals.
3/17/2020
8:30 AM - 2:30 PM
Bronx TCAC Office- Dewitt Clinton High School
Postsecondary Options for Students with Intellectual Disabilities or Autism (BX)
Spaces Remaining: 22
This workshop is designed to support staff of students who are classified with an intellectual disability (ID) or Autism Spectrum Disorder (ASD) as they explore postsecondary options for their students, including college, vocational programs, independent living and financial planning. Representatives from Access-VR, Office of People with Developmental Disabilities (OPWDD) and CUNY Disabilities Programs will be present to answer specific questions and discuss how their organizations can support your students’ postsecondary goals.
3/17/2020
8:30 AM - 2:30 PM
Manhattan Transition and College Access Center (TCAC)
Postsecondary Options for Students with Intellectual Disabilities or Autism (Man)
Spaces Remaining: 22
This workshop is designed to support staff of students who are classified with an intellectual disability (ID) or Autism Spectrum Disorder (ASD) as they explore postsecondary options for their students, including college, vocational programs, independent living and financial planning. Representatives from Access-VR, Office of People with Developmental Disabilities (OPWDD) and CUNY Disabilities Programs will be present to answer specific questions and discuss how their organizations can support your students’ postsecondary goals.
3/17/2020
8:30 AM - 2:30 PM
Queens TCAC Office
Postsecondary Options for Students with Intellectual Disabilities or Autism (Qns)
Spaces Remaining: 20
This workshop is designed to support staff of students who are classified with an intellectual disability (ID) or Autism Spectrum Disorder (ASD) as they explore postsecondary options for their students, including college, vocational programs, independent living and financial planning. Representatives from Access-VR, Office of People with Developmental Disabilities (OPWDD) and CUNY Disabilities Programs will be present to answer specific questions and discuss how their organizations can support your students’ postsecondary goals.
3/17/2020
8:30 AM - 2:30 PM
Staten Island TCAC Office- Petrides Complex
Postsecondary Options for Students with Intellectual Disabilities or Autism (SI)
Spaces Remaining: 19
This workshop is designed to support staff of students who are classified with an intellectual disability (ID) or Autism Spectrum Disorder (ASD) as they explore postsecondary options for their students, including college, vocational programs, independent living and financial planning. Representatives from Access-VR, Office of People with Developmental Disabilities (OPWDD) and CUNY Disabilities Programs will be present to answer specific questions and discuss how their organizations can support your students’ postsecondary goals.
3/17/2020
9:00 AM - 3:00 PM
131 Livingston Street Room 508A
Leading the IEP Process: Committee of Preschool Special Education & Effective Meetings
Spaces Remaining: 35
'Audience: Those serving as District Representative, such as special education teachers, psychologists, related service providers, and administrators. The District Representative has specific role responsibilities which necessitate having and developing related knowledge, skills and competencies. This professional development series will cover the requirements for IEP team membership as established in law and regulations, as well as reviewing the role of the District Representative in each stage of the IEP Process. '
3/18/2020
9:00 AM - 3:00 PM
Collaborative Strategic Reading (CSR) City-Wide 2 Day
Event is Full: Accepting Wait List Registrations
The Collaborative Strategic Reading (CSR) framework is an evidenced-based, systematic approach to boosting comprehension in mixed-ability classrooms and intervention settings. CSR is applicable for students struggling with comprehension, who have achieved basic decoding and fluency, and are reading on between a 4th and 7th grade level. The session is designed for middle and high school teachers. CSR incorporates cooperative learning, vocabulary development, questioning techniques, opportunities to practice, and students’ use of prior knowledge. Teacher and student materials will be provided to enable participants to immediately implement the program in their schools, and therefore participants must attend both sessions and have space in their program to deliver small-group intervention.
3/20/2020
9:00 AM - 3:00 PM
Petrides Complex Building H Room 101
Specially Designed Instruction
Spaces Remaining: 22
''Audience: Special Education and General Education Teachers, Paraprofessionals, and Administrators This one-day (5 hours) training teaches the basic fundamentals of Specially Designed Instruction (SDI) required by Federal and State regulations for students receiving special education services. '' Learning Objectives: ''Define Specially Designed Instruction (SDI) Describe and understand Federal and New York State regulatory guidelines for SDI Differentiate SDI from general education instruction Identify what elements of instruction may be adapted in SDI Identify and describe the differences between SDI accommodations and modifications Develop SDI based upon individual student needs using concepts and skills learned during this training ''
3/26/2020
8:30 AM - 2:30 PM
Brooklyn TCAC Office- Boys and Girls High School
Maximizing the Role of the Paraprofessional in Transition Planning (BK)
Spaces Remaining: 30
Paraprofessionals provide integral support to students with IEPs. A key component of that support is helping students to become prepared for self-sufficiency in their postsecondary life. This session will provide paraprofessionals with an understanding of how to maximize their role as independence coaches within 3 of the primary outcomes of transition planning: education, employment and independent living.
3/26/2020
8:30 AM - 2:30 PM
Bronx TCAC Office- Dewitt Clinton High School
Maximizing the Role of the Paraprofessional in Transition Planning (BX)
Spaces Remaining: 23
Paraprofessionals provide integral support to students with IEPs. A key component of that support is helping students to become prepared for self-sufficiency in their postsecondary life. This session will provide paraprofessionals with an understanding of how to maximize their role as independence coaches within 3 of the primary outcomes of transition planning: education, employment and independent living.
3/26/2020
8:30 AM - 2:30 PM
Manhattan Transition and College Access Center (TCAC)
Maximizing the Role of the Paraprofessional in Transition Planning (Man)
Spaces Remaining: 25
Paraprofessionals provide integral support to students with IEPs. A key component of that support is helping students to become prepared for self-sufficiency in their postsecondary life. This session will provide paraprofessionals with an understanding of how to maximize their role as independence coaches within 3 of the primary outcomes of transition planning: education, employment and independent living.
3/26/2020
8:30 AM - 2:30 PM
Queens TCAC Office
Maximizing the Role of the Paraprofessional in Transition Planning (Qns)
Spaces Remaining: 28
Paraprofessionals provide integral support to students with IEPs. A key component of that support is helping students to become prepared for self-sufficiency in their postsecondary life. This session will provide paraprofessionals with an understanding of how to maximize their role as independence coaches within 3 of the primary outcomes of transition planning: education, employment and independent living.
3/26/2020
8:30 AM - 2:30 PM
Staten Island TCAC Office- Petrides Complex
Maximizing the Role of the Paraprofessional in Transition Planning (SI)
Spaces Remaining: 24
Paraprofessionals provide integral support to students with IEPs. A key component of that support is helping students to become prepared for self-sufficiency in their postsecondary life. This session will provide paraprofessionals with an understanding of how to maximize their role as independence coaches within 3 of the primary outcomes of transition planning: education, employment and independent living.
April
4/3/2020
9:00 AM - 4/4/2020 3:30 AM
High School for Fashion Industries
Sibshop Workshop and Certification Training
Spaces Remaining: 133
***Both days must be attended for CTLE credit**** The Sibshop Workshop and certification training, is a special training event, in partnership with The Sibling Support Project, INCLUDEnyc, NYC DOE Division of Specialized Instruction and Student Support, and NYC DOE Office of Safety and Youth Development (LGBTQ Programs) to learn about specific challenges that affect school-aged students who have siblings with disabilities. Teachers, parents, counselors, service providers, and adult siblings are invited to participate in this two-day certification training event, on April 3 and 4, facilitated by Emily Holl, to learn how to organize and facilitate a sibling support group, known as “Sibshop.” During the two days of the Sibshop training, you will learn about the concerns of siblings who have sisters and brothers with disabilities, how to organize a local Sibshop, and experience a Sibshop support group. Participants must attend both days of the training to be certified to start a local Sibshop. Continuing Teacher and Leader Education (CTLE) credit is available for this opportunity. Space is limited. Register by March 13.
4/6/2020
9:00 AM - 3:00 PM
REWARDS City-Wide 2 Day
Event is Full: Accepting Wait List Registrations
REWARDS Intermediate and REWARDS Secondary are specialized reading programs built specifically for readers who struggle with decoding multisyllabic words. Designed for a wide range of struggling learners and instructional settings, the REWARDS approach has been proven effective in increasing fluency, comprehension, and academic vocabulary. Students learn highly generalizable and transferrable word attack strategies that extend from the ELA classroom into the content areas. REWARDS is beneficial for students reading at least on between a 3rd and 5th grade grade level in secondary schools. Teachers who attend this session should be working in middle schools or high schools. Teacher and student materials and access to the publisher's data portal will be provided to enable participants to immediately implement the program in their schools, therefore participants must attend both sessions and have space in their program to deliver small-group intervention.
4/24/2020 9:00 AM
Everyone Reading
Elementary Year 4 CF IEP Teacher Sounds Sensible Training Cohort B
Spaces Remaining: 10
This is a closed session for Year 4 CF IEP teachers ONLY. Sounds Sensible provides hands-on instruction in phonological awareness, alphabet knowledge, understanding letter-sound relationships, and handwriting for beginning and struggling readers. For beginning readers it provides essential instruction that builds the foundational skills of reading to prevent reading failure before it starts. For struggling readers Sound Sensible provides an Orton-Gillingham based reading intervention for any grade level that serves as Pre-Level 1 of the SPIRE program. Participants will be required to implement the intervention after session one as well as collect pre and post data on students.
4/24/2020
9:00 AM - 3:00 PM
Petrides Complex Building H Room 102
Specially Designed Instruction
Spaces Remaining: 25
'Audience: Special Education and General Education Teachers, Paraprofessionals, and Administrators This one-day (5 hours) training teaches the basic fundamentals of Specially Designed Instruction (SDI) required by Federal and State regulations for students receiving special education services. ' Learning Objectives: 'Define Specially Designed Instruction (SDI) Describe and understand Federal and New York State regulatory guidelines for SDI Differentiate SDI from general education instruction Identify what elements of instruction may be adapted in SDI Identify and describe the differences between SDI accommodations and modifications Develop SDI based upon individual student needs using concepts and skills learned during this training '
4/29/2020
8:30 AM - 2:30 PM
Brooklyn TCAC Office- Boys and Girls High School
Academic and Personal Behaviors: College & Career Readiness for Students with IEPs (BK)
Spaces Remaining: 30
Participants will deepen their understanding of the academic and personal behaviors necessary for post-secondary success in the 21st century. They will also integrate instructional strategies aligned with College and Career Readiness benchmarks into practice to support related skill development.
4/29/2020
8:30 AM - 2:30 PM
Bronx TCAC Office- Dewitt Clinton High School
Academic and Personal Behaviors: College & Career Readiness for Students with IEPs (BX)
Spaces Remaining: 23
Participants will deepen their understanding of the academic and personal behaviors necessary for post-secondary success in the 21st century. They will also integrate instructional strategies aligned with College and Career Readiness benchmarks into practice to support related skill development.
4/29/2020
8:30 AM - 2:30 PM
Manhattan Transition and College Access Center (TCAC)
Academic and Personal Behaviors: College & Career Readiness for Students with IEPs (Man)
Spaces Remaining: 21
Participants will deepen their understanding of the academic and personal behaviors necessary for post-secondary success in the 21st century. They will also integrate instructional strategies aligned with College and Career Readiness benchmarks into practice to support related skill development.
4/29/2020
8:30 AM - 2:30 PM
Queens TCAC Office
Academic and Personal Behaviors: College & Career Readiness for Students with IEPs (Qns)
Spaces Remaining: 25
Participants will deepen their understanding of the academic and personal behaviors necessary for post-secondary success in the 21st century. They will also integrate instructional strategies aligned with College and Career Readiness benchmarks into practice to support related skill development.
4/29/2020
8:30 AM - 2:30 PM
Staten Island TCAC Office- Petrides Complex
Academic and Personal Behaviors: College & Career Readiness for Students with IEPs (SI)
Spaces Remaining: 24
Participants will deepen their understanding of the academic and personal behaviors necessary for post-secondary success in the 21st century. They will also integrate instructional strategies aligned with College and Career Readiness benchmarks into practice to support related skill development.
May
5/1/2020
9:00 AM - 12:00 PM
Brooklyn TCAC Office- Boys and Girls High School
Parent Coordinators: An Overview of Collaborative Transition Planning (BK)
Spaces Remaining: 30
During this workshop, parent coordinators will become familiar with the supports provided by the Transition & College Access Center to students with disabilities and their families. Through a combination of reflective and collaborative exercises around each domain of transition planning, they will become better prepared to support their parent communities with knowledge and tools to strengthen the family component of transition planning practices.
5/1/2020
9:00 AM - 12:00 PM
Bronx TCAC Office- Dewitt Clinton High School
Parent Coordinators: An Overview of Collaborative Transition Planning (BX)
Spaces Remaining: 23
During this workshop, parent coordinators will become familiar with the supports provided by the Transition & College Access Center to students with disabilities and their families. Through a combination of reflective and collaborative exercises around each domain of transition planning, they will become better prepared to support their parent communities with knowledge and tools to strengthen the family component of transition planning practices.
5/1/2020
9:00 AM - 12:00 PM
Manhattan Transition and College Access Center (TCAC)
Parent Coordinators: An Overview of Collaborative Transition Planning (Man)
Spaces Remaining: 25
During this workshop, parent coordinators will become familiar with the supports provided by the Transition & College Access Center to students with disabilities and their families. Through a combination of reflective and collaborative exercises around each domain of transition planning, they will become better prepared to support their parent communities with knowledge and tools to strengthen the family component of transition planning practices.
5/1/2020
9:00 AM - 12:00 PM
Queens TCAC Office
Parent Coordinators: An Overview of Collaborative Transition Planning (Qns)
Spaces Remaining: 30
During this workshop, parent coordinators will become familiar with the supports provided by the Transition & College Access Center to students with disabilities and their families. Through a combination of reflective and collaborative exercises around each domain of transition planning, they will become better prepared to support their parent communities with knowledge and tools to strengthen the family component of transition planning practices.
5/1/2020
9:00 AM - 12:00 PM
Staten Island TCAC Office- Petrides Complex
Parent Coordinators: An Overview of Collaborative Transition Planning (SI)
Spaces Remaining: 24
During this workshop, parent coordinators will become familiar with the supports provided by the Transition & College Access Center to students with disabilities and their families. Through a combination of reflective and collaborative exercises around each domain of transition planning, they will become better prepared to support their parent communities with knowledge and tools to strengthen the family component of transition planning practices.
5/21/2020
8:30 AM - 2:30 PM
Brooklyn TCAC Office- Boys and Girls High School
Effective Communication Strategies to Facilitate Advocacy and Self-determination (BK)
Spaces Remaining: 28
This workshop allows participants to distinguish between self-determination and self-advocacy, and their application in school and beyond. Participants will then be able to apply their understanding of self-determination and self-advocacy tools to develop student-centered IEPs and instructional practices. During this session, participants will also have an opportunity to hear from a former student with an IEP who reflects on previous educational experiences and the impact of developing self-determination and self-advocacy skills early on.
5/21/2020
8:30 AM - 2:30 PM
Bronx TCAC Office- Dewitt Clinton High School
Effective Communication Strategies to Facilitate Advocacy and Self-determination (BX)
Spaces Remaining: 22
This workshop allows participants to distinguish between self-determination and self-advocacy, and their application in school and beyond. Participants will then be able to apply their understanding of self-determination and self-advocacy tools to develop student-centered IEPs and instructional practices. During this session, participants will also have an opportunity to hear from a former student with an IEP who reflects on previous educational experiences and the impact of developing self-determination and self-advocacy skills early on.
5/21/2020
8:30 AM - 2:30 PM
Manhattan Transition and College Access Center (TCAC)
Effective Communication Strategies to Facilitate Advocacy and Self-determination (Man)
Spaces Remaining: 25
This workshop allows participants to distinguish between self-determination and self-advocacy, and their application in school and beyond. Participants will then be able to apply their understanding of self-determination and self-advocacy tools to develop student-centered IEPs and instructional practices. During this session, participants will also have an opportunity to hear from a former student with an IEP who reflects on previous educational experiences and the impact of developing self-determination and self-advocacy skills early on.
5/21/2020
8:30 AM - 2:30 PM
Queens TCAC Office
Effective Communication Strategies to Facilitate Advocacy and Self-determination (Qns)
Spaces Remaining: 24
This workshop allows participants to distinguish between self-determination and self-advocacy, and their application in school and beyond. Participants will then be able to apply their understanding of self-determination and self-advocacy tools to develop student-centered IEPs and instructional practices. During this session, participants will also have an opportunity to hear from a former student with an IEP who reflects on previous educational experiences and the impact of developing self-determination and self-advocacy skills early on.
5/21/2020
8:30 AM - 2:30 PM
Staten Island TCAC Office- Petrides Complex
Effective Communication Strategies to Facilitate Advocacy and Self-determination (SI)
Spaces Remaining: 22
This workshop allows participants to distinguish between self-determination and self-advocacy, and their application in school and beyond. Participants will then be able to apply their understanding of self-determination and self-advocacy tools to develop student-centered IEPs and instructional practices. During this session, participants will also have an opportunity to hear from a former student with an IEP who reflects on previous educational experiences and the impact of developing self-determination and self-advocacy skills early on.
5/28/2020
8:30 AM - 2:30 PM
Brooklyn TCAC Office- Boys and Girls High School
Transition Planning at the Middle School Level (BK)
Spaces Remaining: 28
High School planning for students with IEPs requires that strategic transition planning practices are used at the middle school level. To this end, we will unpack the Career Development and Occupational Studies (CDOS) Learning Standards and make explicit connections between the CDOS Learning Standards and effective transition planning practices. Using the provided tools and techniques, participants will work collaboratively to action plan around a transition-based problem of practice.
5/28/2020
8:30 AM - 2:30 PM
Bronx TCAC Office- Dewitt Clinton High School
Transition Planning at the Middle School Level (BX)
Spaces Remaining: 24
High School planning for students with IEPs requires that strategic transition planning practices are used at the middle school level. To this end, we will unpack the Career Development and Occupational Studies (CDOS) Learning Standards and make explicit connections between the CDOS Learning Standards and effective transition planning practices. Using the provided tools and techniques, participants will work collaboratively to action plan around a transition-based problem of practice.
5/28/2020
8:30 AM - 2:30 PM
Manhattan Transition and College Access Center (TCAC)
Transition Planning at the Middle School Level (Man)
Spaces Remaining: 25
High School planning for students with IEPs requires that strategic transition planning practices are used at the middle school level. To this end, we will unpack the Career Development and Occupational Studies (CDOS) Learning Standards and make explicit connections between the CDOS Learning Standards and effective transition planning practices. Using the provided tools and techniques, participants will work collaboratively to action plan around a transition-based problem of practice.
5/28/2020
8:30 AM - 2:30 PM
Queens TCAC Office
Transition Planning at the Middle School Level (Qns)
Spaces Remaining: 28
High School planning for students with IEPs requires that strategic transition planning practices are used at the middle school level. To this end, we will unpack the Career Development and Occupational Studies (CDOS) Learning Standards and make explicit connections between the CDOS Learning Standards and effective transition planning practices. Using the provided tools and techniques, participants will work collaboratively to action plan around a transition-based problem of practice.
5/28/2020
8:30 AM - 2:30 PM
Staten Island TCAC Office- Petrides Complex
Transition Planning at the Middle School Level (SI)
Spaces Remaining: 24
High School planning for students with IEPs requires that strategic transition planning practices are used at the middle school level. To this end, we will unpack the Career Development and Occupational Studies (CDOS) Learning Standards and make explicit connections between the CDOS Learning Standards and effective transition planning practices. Using the provided tools and techniques, participants will work collaboratively to action plan around a transition-based problem of practice.
5/28/2020
9:00 AM - 3:00 PM
Everyone Reading
Elementary Year 4 CF IEP Teacher Sounds Sensible Training Cohort C
Spaces Remaining: 3
This is a closed session for Year 4 CF IEP teachers ONLY. Sounds Sensible provides hands-on instruction in phonological awareness, alphabet knowledge, understanding letter-sound relationships, and handwriting for beginning and struggling readers. For beginning readers it provides essential instruction that builds the foundational skills of reading to prevent reading failure before it starts. For struggling readers Sound Sensible provides an Orton-Gillingham based reading intervention for any grade level that serves as Pre-Level 1 of the SPIRE program. Participants will be required to implement the intervention after session one as well as collect pre and post data on students.
5/29/2020
9:00 AM - 3:00 PM
Petrides Complex Building H Room 100
Specially Designed Instruction
Spaces Remaining: 25
'Audience: Special Education and General Education Teachers, Paraprofessionals, and Administrators This one-day (5 hours) training teaches the basic fundamentals of Specially Designed Instruction (SDI) required by Federal and State regulations for students receiving special education services.' Learning Objectives: 'Define Specially Designed Instruction (SDI) Describe and understand Federal and New York State regulatory guidelines for SDI Differentiate SDI from general education instruction Identify what elements of instruction may be adapted in SDI Identify and describe the differences between SDI accommodations and modifications Develop SDI based upon individual student needs using concepts and skills learned during this training '
June
6/19/2020
9:00 AM - 3:00 PM
Petrides Complex Building H Room 100
Specially Designed Instruction
Spaces Remaining: 25
'Audience: Special Education and General Education Teachers, Paraprofessionals, and Administration This one-day (5 hours) training teaches the basic fundamentals of Specially Designed Instruction (SDI) required by Federal and State regulations for students receiving special education services.' Learning Objectives: 'Define Specially Designed Instruction (SDI) Describe and understand Federal and New York State regulatory guidelines for SDI Differentiate SDI from general education instruction Identify what elements of instruction may be adapted in SDI Identify and describe the differences between SDI accommodations and modifications Develop SDI based upon individual student needs using concepts and skills learned during this training'
January
1/8/2024
- 7/17/2030
Create An Account
Spaces Remaining: 31056
Please use this event page to created 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.