9/26/2023
9:00 AM to 10:00 AM

Family Engagement, Communication and Culture
Spaces Remaining: 27
This package of materials is designed to introduce educators to concepts of communication and culture that impact the ways educators and educational organizations interact with families. Overall, the aim is to ensure that educators are mindful with how they communicate with parents, guardians, and families to ensure that educational sites are culturally responsive and welcoming.

Virtual- Microsoft Teams Webinar

9/26/2023
11:00 AM to 1:00 PM

Student Directed Individualized Education Program (IEP) for Professionals - Four-Part Series | Virtual Training | Manhattan RPC
Spaces Remaining: 43
Participants in this series will be part of a think tank with like-minded educators. Self-determination and its benefits provide the foundation for the ideas and resources shared to support students with disabilities at all grade levels to increase their participation in IEP development, implementation, and CSE participation

Virtual

9/27/2023
12:30 PM to 2:30 PM

SET - Leading the IEP Process | Effective Meetings | Virtual Training | Bronx Regional Partnership Center
Event is Full
This module addresses the role of the District Representative of the IEP Team and prepares them to oversee the IEP meeting. Participants will be able to utilize facilitator and leadership skills to focus the meeting on the needs of the student, understand regulations that govern IEP meetings, and encourage the student and their parents to participate in a meaningful way. Intended Audience: Bronx Special Education Teachers, General Education Teachers, School Psychologists, CSE/CPSE staff, Administrators of Special Education, Principals, and staff that serve as District Representative.

Virtual

9/28/2023
9:00 AM to 11:00 AM

BEH | Function Based Thinking: Applying a Proactive Process to Support Student Behavior in the Classroom | VIRTUAL TRAINING | Brooklyn
Spaces Remaining: 162
This training designed for K-12 educators, including general and special education teachers, related service providers, and school/district administrators, will offer an overview description of challenging behaviors, the behavior pathway, and the function-based thinking process. Participants will be able to describe challenging behaviors, understand the behavior pathway and use it to determine the function of behaviors, and use the function-based thinking process to prevent or extinguish unwanted behaviors by selecting intervention measures that meet the function of the behavior. '

Virtual

9/28/2023
12:00 PM to 3:00 PM

Function Based Thinking (FBT): Applying a Proactive Process to Support Student Behavior in the Classroom / 2-Session Virtual Training / Bronx Regional Partnership Center
Spaces Remaining: 23
The Function-Based Thinking training offers an overview of challenging behaviors, the behavior pathway, and the function-based thinking process. Function-based thinking is a Tier 1 support that can be used for all students, which requires teachers to informally gather data on student behavior, analyze the behavioral data, and use the behavior pathway to determine the function of the behavior and to match interventions to the function of the student’s behavior. Part 2: October 5, 2023

Virtual

9/29/2023
1:30 PM to 2:30 PM

Defining Explicit Instruction as an evidence-based practice I Manhattan RPC
Spaces Remaining: 49
'Defining Explicit Instruction as an Evidence-Based Practice/This explicit instruction training is intended to support participants’ knowledge of explicit instruction and teachers’ abilities to effectively implement explicit instructional strategies for students’ in their classroom. Explicit instruction is high leverage and an evidence-based practice that has proven to be effective for all students especially for students with disabilities. Research has shown higher achievement results for students with disabilities in both reading, math and all content areas. Intended Audience: Special education teachers, general education teachers, coaches, instructional support staff, administrators '

Virtual

10/2/2023
2:30 PM to 4:00 PM

Explicit Instruction: An Evidence-Based Strategy for Effective and Long-Term Learning Professional Development
Spaces Remaining: 42
Explicit Instruction: An Evidence-Based Strategy for Effective and Long-Term Learning Professional Development is a 3-part series which will help participants gain a greater understanding of the instructional practice of explicit instruction and how to effectively implement with students. Explicit instruction is a high leverage practice for special education and considered to be the foundation of specially designed instruction (SDI).

Virtual- Microsoft Teams Webinar

10/4/2023
9:00 AM to 10:30 AM

Communication and Autism: Assitive Tech, PECs, Speech Part I
Spaces Remaining: 47
An Overview of Understanding and Identifying Functional Means of Communication for Students With Autism. This PD will consist of 2 parts. The First Part of the PD will be to provide classroom teams with an understanding of language and the various types of communication systems designed to support functional and interactive communication for students with ASD and/or other neurodevelopmental classifications. This includes Alternative and Augmentative Communication Systems (AAC) including: The Picture Exchange Communication System (PECS), sign language, gestures, visual supports and High Tech systems such as: Prologquo2go, LAMP, and other meaningful language systems. Interventions around supporting vocal/verbal language will also be discussed.

Microsoft Teams Webinar

10/5/2023
9:00 AM to 10:30 AM

Communication and Autism: Assitive Tech, PECs, Speech Part I
Spaces Remaining: 152
An Overview of Understanding and Identifying Functional Means of Communication for Students With Autism. This PD will consist of 2 parts. The First Part of the PD will be to provide classroom teams with an understanding of language and the various types of communication systems designed to support functional and interactive communication for students with ASD and/or other neurodevelopmental classifications. This includes Alternative and Augmentative Communication Systems (AAC) including: The Picture Exchange Communication System (PECS), sign language, gestures, visual supports and High Tech systems such as: Prologquo2go, LAMP, and other meaningful language systems. Interventions around supporting vocal/verbal language will also be discussed.

Microsoft Teams Webinar

10/5/2023
2:30 PM to 4:00 PM

OVERVIEW OF SPECIALLY DESIGNED INSTRUCTION
Spaces Remaining: 96
'This workshop gives the participants an overview of specially designed instruction for students with disabilities. Through this training, attendees will: • Develop a working knowledge about the core components of specially designed instruction • Learn ethical and legal reasons behind the use of specially designed instruction • Examine of the barriers for students with disabilities and how specially designed instruction addresses those barriers • Understand how specially designed instruction is used alongside other instructional strategies • Explore the process of developing appropriate specially designed instruction based on student needs and characteristics Case studies and activities will be used throughout the workshop so that participants can apply this knowledge to their work with students with disabilities.'

Virtual

10/6/2023
2:00 PM to 4:00 PM

Overview of Specially Designed Instruction
Spaces Remaining: 50
The Overview of Specially Designed Instruction professional development is an introductory training series is intended to develop participants’ working knowledge of the components of SDI, the rationale for using SDI, using SDI alongside other instructional strategies, and selecting appropriate SDI based upon student needs and characteristics. Targeted Audience(s) Special education teachers, General education teachers, administrators, and other educational professionals providing instruction to students with disabilities.

Virtual- Microsoft Teams Webinar

10/11/2023
8:30 AM to 11:30 AM

Working with Families to Improve Student Outcomes
Spaces Remaining: 46
This professional learning is designed to provide a foundational overview of Family Engagement, its importance, and the Six Essential Features of Family-School Collaboration. Additionally, it integrates many activities that schools and districts can use to assess and further develop their current Family Engagement systems and practices. Targeted Audience(s) all school building and district staff. Expected Outcome: As a result of this professional development school and district staff will learn strategies and engage in activities to increase Family Engagement at the building/classroom level to improve outcomes for students. ***CTLE Credit will be awarded***

Virtual

10/11/2023
10:00 AM to 11:30 AM

Intensive Behavior Supports Part I
Spaces Remaining: 30
The Intense Behavior Supports sessions will be conducted in 2 parts. Part 1 will provide an overview of the behavior basics so that participants can better understand the underlying functions of behavior, including how behavior can be a stress response. It is important to have a shared understanding of behavior so that teams can create appropriate support for their students. Participants will learn intense intervention strategies and identify how and when to implement them.

Microsoft Teams Webinar

10/12/2023
8:30 AM to 2:30 PM

Part 1 of 2: The Language of Classroom Management: Promoting Positive Teacher-Student Interaction and Relationships | Staten Island RPC
Spaces Remaining: 47
This 2-day training (10/12/23 & 11/14/23) is designed for PreK -12th grade educators who would like to improve their classroom management skills by building relationships with their students and utilizing a variety of strategies to prevent, teach, and respond to behavior. Strategies include: 1) arranging the physical environment, 2) defining, teaching, and acknowledging expectations and rules, 3) defining and teaching classroom procedures and routines, 4) active supervision, 5) behavior specific praise, 6) response strategies for inappropriate behavior, 7) class-wide group contingencies, 8) multiple opportunities to respond. **MUST attend BOTH days**

TBD

10/12/2023
9:00 AM to 3:00 PM

Using the FBA/BIP Process to Support Students Needing Intensive Interventions- Session 1/3 | In Person Training | Manhattan RPC
Event is Full
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This three-session professional learning series will help participants build fluency with the science of behavior, which provides the theoretical foundation on which Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) are based. Participants will acquire the skills necessary to conduct an FBA, and create, implement, and progress monitor a BIP. The training will ensure that these skills are align with the New York State Education Department P-12: Office of Special Education regulations, and New York City Chancellor's Regulations. *PLEASE BE ADVISED, registration and attendance in all three sessions of this professional learning series is strongly recommended. Sessions 1 and 2 are IN PERSON (333 7th Ave, New York, NY- Room 1207), and session 3 is VIRTUAL*

333 7th ave Room 1207

10/13/2023
10:00 AM to 11:30 AM

Define and Describe Specially Designed Instruction- Virtual Live Training/ Manhattan RPC
Spaces Remaining: 46
'Learning Objectives: -Participants will define and describe Specially Designed Instruction. -Participant will analyze participant packet and utilize helpful resources. (NYSED Guidance Document, Student and Classroom Summary sheet) SDI/Description: The Next Steps with Specially Designed Instruction professional development training package is the second in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This advanced level training is intended participants’ knowledge of specially designed instruction and how SDI should be designed and developed based on individual student need to address their learning barriers. Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on individual student needs and characteristics. '

Virtual

10/13/2023
1:00 PM to 3:00 PM

Phonological Awareness: Establishing Foundations for Reading Success
Spaces Remaining: 40
The purpose of this training is to help participants gain a greater understanding of the Science of Reading; specifically, what phonological awareness is and how crucial this skill set is to the foundation of reading success. Participants will explore what skills to teach when, and how to teach these skills for students to master phonological awareness. The training will also provide context for the importance of using assessments to improve the effectiveness of phonological instruction for students. To overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading.

Virtual

10/16/2023
1:00 PM to 3:00 PM

LIT | Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning | Part 1 | In-Person | Brooklyn
Spaces Remaining: 44
**In-Person for District 17, Location TBA** This explicit instruction training package is intended to support participants’ knowledge of explicit instruction and teachers’ abilities to effectively implement explicit instruction. Explicit instruction is a high leverage practice that has proven to be effective for special education students. Research has shown higher achievement results for students with disabilities in both reading and math after receiving explicit instruction. '

10/17/2023
9:00 AM to 10:00 AM

Creating Welcoming and Affirming Environments
Spaces Remaining: 38
'Creating Welcoming and Affirming Learning Environments is one of four high leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. When students feel like they belong at school, they have fewer absences, fewer disciplinary infractions, higher graduation rates, as well as increased engagement, self-esteem, and attitudes. ??Students with disabilities and students of different cultural backgrounds are less likely to feel like they have a positive relationship with their teacher and that their identities and abilities are valued and affirmed in school. '

Virtual- Microsoft Teams Webinar

10/17/2023
10:00 AM to 12:00 PM

LIT-Universal Screening: Best Practices in Screening for Academic Deficits Part 2 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 29
The purpose of this training is to provide participants with an overview of what universal screening is and how to adopt this practice in their schools. At the conclusion of this training, participants should be able to: 1. Define universal screening 2. Describe the purpose of universal screening 3. Describe the features of a high-quality universal screening measure 4. Identify tools to guide them in selecting a universal screening measure 5. Describe ways in which data from a universal screening measure can be used

Virtual

10/17/2023
11:00 AM to 1:00 PM

Student Directed Individualized Education Program (IEP) for Professionals - Four-Part Series: Part 2 | Virtual Training | Manhattan RPC
Spaces Remaining: 48
Participants in this series will be part of a think tank with like-minded educators. Self-determination and its benefits provide the foundation for the ideas and resources shared to support students with disabilities at all grade levels to increase their participation in IEP development, implementation, and CSE participation

Virtual

10/17/2023
1:00 PM to 3:00 PM

CRE | Creating Welcoming and Affirming Learning Environments | Part 1 | In-Person BKSHS | Brooklyn
Spaces Remaining: 47
'** IN PERSON FOR BKSHS, LOCATION TBA** Creating Welcoming and Affirming Learning Environments is one of four high leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. When students feel like they belong at school, they have fewer absences, fewer disciplinary infractions, higher graduation rates, as well as increased engagement, self-esteem, and attitudes. Students with disabilities and students of different cultural backgrounds are less likely to feel like they have a positive relationship with their teacher and that their identities and abilities are valued and affirmed in school. By the end of this training, participants will: ? Understand how a welcoming and affirming learning environment improves student outcomes ? Better understand their own identities and how those identities shape their relationships and experiences ? Develop strategies for creating a welcoming and affirming learning environment ? Identify 2-3 next steps for ongoing professional learning This training is designed to be approximately 3 hours in length. Alternatively, it can be broken up into 2 modules depending on facilitator preference or availability of participants. '

10/18/2023
12:15 PM to 3:15 PM

Overview of Specially Designed Instruction | Staten Island RPC
Spaces Remaining: 47
This introductory training is intended to develop participants’ working knowledge of the components of SDI, the rationale for using SDI, using SDI alongside other instructional strategies, and selecting appropriate SDI based upon student needs and characteristics.

Virtual -Staten Island-District 31

10/19/2023
10:00 AM to 12:00 PM

SET | Creating the IEP | Part 1 | Virtual Training | Brooklyn RPC
Spaces Remaining: 192
Participants will develop their understanding of the components of a quality IEP designed to provide students with disabilities access to the general education curriculum. - Participants will develop and begin implementation of a quality IEP with effective SDI resulting in positive outcomes for students with disabilities and effective collaboration with the general education teachers.'

Virtual

10/26/2023
8:30 AM to 2:30 PM

Function Based Thinking (FBT): Applying a Proactive Process to Support Student Behavior in the Classroom/ In-Person Training / Bronx Regional Partnership Center
Spaces Remaining: 28
The Function-Based Thinking training offers an overview of challenging behaviors, the behavior pathway, and the function-based thinking process. Function-based thinking is a Tier 1 support that can be used for all students, which requires teachers to informally gather data on student behavior, analyze the behavioral data, and use the behavior pathway to determine the function of the behavior and to match interventions to the function of the student’s behavior.

1 Fordham Plaza Room 853

10/26/2023
9:00 AM to 3:00 PM

Using the FBA/BIP Process to Support Students Needing Intensive Interventions, Session 2/3 | In Person Training | Manhattan RPC
Spaces Remaining: 4
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This three-session professional learning series will help participants build fluency with the science of behavior, which provides the theoretical foundation on which Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) are based. Participants will acquire the skills necessary to conduct an FBA, and create, implement, and progress monitor a BIP. The training will ensure that these skills are align with the New York State Education Department P-12: Office of Special Education regulations, and New York City Chancellor's Regulations. *PLEASE BE ADVISED, registration and attendance in all three sessions of this professional learning series is strongly recommended. Sessions 1 and 2 are IN PERSON (333 7th Ave, New York, NY- Room 1207), and session 3 is VIRTUAL*

333 7th ave Room 1207

10/27/2023
1:00 PM to 2:30 PM

'The Five Essential Components of Explicit Instruction -Part 1 of 2 (Segmenting Complex Skills) Manhattan/RPC '
Spaces Remaining: 48
'Participants will define and describe the five essential practices and other common elements of explicit instruction. This explicit instruction training is intended to support participants’ knowledge of explicit instruction and teachers’ abilities to effectively implement explicit instructional strategies for students’ in their classroom. Explicit instruction is high leverage and an evidence-based practice that has proven to be effective for all students especially for students with disabilities. Research has shown higher achievement results for students with disabilities in both reading, math and all content areas. Intended Audience: Special education teachers, general education teachers, coaches, instructional support staff, administrators '

Virtual

11/3/2023
9:00 AM to 12:00 PM

Best Practice in Academic Progress Monitoring
Spaces Remaining: 27
The purpose of this 3-day training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring.

Virtual- Microsoft Teams Webinar

11/3/2023
1:00 PM to 2:30 PM

'The Five Essential Components of Explicit Instruction (Part 2) “Lesson planning”
Spaces Remaining: 49
'-Participants will define and describe the five essential practices and other common elements of explicit instruction. -Participants will explore resources designed to support effective explicit instruction implementation. This explicit instruction training is intended to support participants’ knowledge of explicit instruction and teachers’ abilities to effectively implement explicit instructional strategies for students’ in their classroom. Explicit instruction is high leverage and an evidence-based practice that has proven to be effective for all students especially for students with disabilities. Research has shown higher achievement results for students with disabilities in both reading, math and all content areas. Intended Audience: Special education teachers, general education teachers, coaches, instructional support staff, administrators '

Virtual

11/7/2023
9:00 AM to 11:00 AM

Least Restrictive Environment Module 4: High-Quality Inclusive Services and Infrastructure Considerations
Spaces Remaining: 35
The Least Restrictive Environment (LRE) Module 4: High-Quality Inclusive Services and Infrastructure Considerations is the fourth of six modules to deepen the understanding and implementation of the principle of LRE. Participants will leave this training with a better understanding of the inclusive instruction and infrastructure considerations around the LRE. Each module in the series will help support the district in increasing the amount of time students with disabilities spend in general education environments. This training is intended for administrators, teachers, psychologists, guidance counselors and social workers.

Virtual- Microsoft Teams Webinar

11/7/2023
10:00 AM to 12:00 PM

Function Based Thinking: Applying a Proactive Process to Support Student Behavior in the Classroom | VIRTUAL TRAINING | Brooklyn
Spaces Remaining: 200
'This training designed for K-12 educators, including general and special education teachers, related service providers, and school/district administrators, will offer an overview description of challenging behaviors, the behavior pathway, and the function-based thinking process. Participants will be able to describe challenging behaviors, understand the behavior pathway and use it to determine the function of behaviors, and use the function-based thinking process to prevent or extinguish unwanted behaviors by selecting intervention measures that meet the function of the behavior.'

Virtual

11/7/2023
10:00 AM to 12:00 PM

LIT-Foundations of Effective Reading Instruction: Understanding the Science of Reading Part 2 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this training is to help participants gain a greater understanding of what the Science of Reading has determined to be the foundational skills that are needed in order to become a proficient reader. Participants will explore current instructional practices in reading and the impact it has on reading proficiency. The training will also provide context for the importance of effective reading instruction and the impact that it has on equity for all students. In order to overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading. We will take a look at some ineffective practices and why those may not be working, in order to realign our thinking and pedagogy to what is research-based and effective.

Virtual

11/7/2023
12:00 PM to 2:30 PM

SET - Testing Accommodations for Students with Disabilities| Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 95
This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP). Participants will know the purpose of test accommodations, define test accommodations, understand their role in supporting a student with their test accommodations, and recognize that instructional accommodations used in the classroom should be aligned with the testing accommodations provided during assessment.

Virtual

11/7/2023
1:00 PM to 3:00 PM

Classroom Management Modules 7-9
Spaces Remaining: 297
This 2-day or multiple module training package is designed for Pre K-12th grade educators who would like more information on positive behavior support– classroom management strategies including: 1) arranging the physical environment, 2) defining, teaching, and acknowledging expectations and rules, 3) defining and teaching classroom procedures and routines, 4) active supervision, 5) behavior specific praise, 6) response strategies for inappropriate behavior, 7) class-wide group contingencies, 8) multiple opportunities to respond.

Virtual

11/10/2023
1:00 PM to 3:00 PM

Identifying and Intensifying Intervention: What to Do and How to Do it, Manhattan RPC
Spaces Remaining: 41
'At the conclusion of this session: • Participants will be able to identify and differentiate between skill-based, fluency-based, and performance-based interventions • Participants will learn when each of these approaches is appropriate, given the nature of the observed problem. • Participants will learn how to adjust the intensity of intervention to the learner as a response to instruction '

Virtual

11/14/2023
10:00 AM to 12:00 PM

LIT-Co-Teaching: A Comprehensive Approach Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 29
The purpose of this training is to help participants gain a foundational understanding of co-teaching as a service delivery model and the six models used to implement it. In New York State the co-teaching model is most often associated with the special education service integrated co-teaching. This model will be covered as well as the use of the co-teaching model among other service providers (e.g. English as a New Language [ENL] teachers, speech-language pathologists, etc.). Variations for use of the models will also be discussed throughout the training.

Virtual

11/15/2023
12:15 PM to 3:00 PM

Introduction to Culturally Responsive-Sustaining Education | Staten Island RPC
Spaces Remaining: 50
This PL is intended to introduce participants to foundational elements of cultural responsiveness and explore the New York State Culturally Responsive-Sustaining Education Framework. In doing so, it is meant to facilitate connections between Cultural Responsiveness and meeting the needs of students with disabilities, while also providing an opportunity for critical reflection on the extent to which culturally responsive practices are present within their Educational Organization(s). · Explore foundational elements of culture and Culturally Responsive Education · Reflect on personal culture & experiences · Become familiar with the NYSED Culturally Responsive-Sustaining Education Framework · Reflect on the ways practices & approaches outlined in the NYSED CRSE Framework are present within your Educational Organization (EO)

Virtual -Staten Island-District 31

11/16/2023
9:00 AM to 12:00 PM

Best Practices in Academic Progress Monitoring/Module 1/Virtual Training/Brooklyn
Spaces Remaining: 48
The purpose of this 2-day training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenters.

Virtual

11/16/2023
12:00 PM to 3:00 PM

Testing Accommodations for Students with Disabilities | Staten Island RPC
Spaces Remaining: 46
This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP).

Virtual -Staten Island-District 31

11/17/2023
10:00 AM to 12:00 PM

SDI | Overview of Specially Designed Instruction | Virtual Training
Spaces Remaining: 196
The Overview of Specially Designed Instruction professional development training package is the first in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This introductory training is intended to develop participants’ working knowledge of the components of SDI, the rationale for using SDI, using SDI alongside other instructional strategies, and selecting appropriate SDI based upon student needs and characteristics. This package is primarily designed to be delivered as a 2 day in-person training; however, the training is structured to allow for optional presentation across multiple days as well as online delivery based upon EO scheduling requirements.

Virtual

11/21/2023
11:00 AM to 1:00 PM

Student Directed Individualized Education Program (IEP) for Professionals - Four-Part Series: Part 3 | Virtual Training | Manhattan RPC
Spaces Remaining: 50
Participants in this series will be part of a think tank with like-minded educators. Self-determination and its benefits provide the foundation for the ideas and resources shared to support students with disabilities at all grade levels to increase their participation in IEP development, implementation, and CSE participation.

Virtual

11/27/2023
1:30 PM to 3:30 PM

Next Steps in Specially Designed Instruction
Spaces Remaining: 49
The Next Steps?with?Specially Designed Instruction professional development is the second in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This?advanced?level training is intended to?further?develop participants’ knowledge of?specially designed instruction?and how SDI?should?be designed and developed based on individual student need to?address their learning?barriers.??Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on?individual?student needs and characteristics. Targeted Audience(s): Special Education Teachers,?CSE teams, General Education teachers who work with students with disabilities and any others interested in?furthering their knowledge on specially designed instruction. The training is most applicable to those who will be engaging directly in?designing, developing and delivering specially designed instruction to students with disabilities.?? teachers, General education teachers, administrators, and other educational professionals providing instruction to students with disabilities.

Virtual- Microsoft Teams Webinar

11/28/2023
1:00 PM to 3:00 PM

CRE | Values, Equity, and Cultural Responsiveness | Part 1 | In-Person BKSHS | Brooklyn
Spaces Remaining: 47
'** In-Person for BKSHS, location TBA** This training package contains materials that explore values as an element of culture. Educators and Educational Organizations will be asked to reflect on their values and to consider the connection between values, equity and the provision of services for students with disabilities. The package also contains tools for exploring values with students and families to foster cross cultural exchanges between families and Educational Organizations. '

12/4/2023
1:00 PM to 3:00 PM

LIT | Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning | Part 1 | In-Person for D19 | Brooklyn
Spaces Remaining: 50
'**In-Person for District 19, Location TBA** This explicit instruction training package is intended to support participants’ knowledge of explicit instruction and teachers’ abilities to effectively implement explicit instruction. Explicit instruction is a high leverage practice that has proven to be effective for special education students. Research has shown higher achievement results for students with disabilities in both reading and math after receiving explicit instruction. ''

12/5/2023
9:00 AM to 3:00 PM

Understanding the FBA/BIP Process- Session 1
Spaces Remaining: 92
A four-part series on understanding the FBA, BIP and PM process as it relates to the NYS part 200 regulations. Part 1: Understanding the Behavior Pathway Build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway) Part 2: Conducting the Functional Behavior Assessment Understand and develop the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP Part 3: Using the Competing Behavior Pathway to Develop the Behavior Intervention Plan Identify interventions based upon the Competing Behavior Pathway Part 4: Implementation and Progress Monitoring of the Behavior Intervention Plan Develop the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan with regard to changes in both the problem and replacement/desired behaviors. Please Note that participants must register for each of the four sections and are strongly encouraged to attend all four sessions: 12/5/23, 12/12/23, 1/9/24 and 1/16/24 all from 9am-3pm.

TBD

12/5/2023
12:30 PM to 2:30 PM

SET - Leading the IEP Process | Referral | Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 48
Intended Audience: Special Education Teachers, Unit Coordinators, School Psychologists, CSE staff, Administrators of Special Education, Assistant Principals, Principals, and other staff that may serve as the IEP Team’s District Representative. This module addresses the role and responsibilities of the IEP Team's District Representative, as it relates to the referral stage of the IEP process. Participants will gain an overview of this process including referral, withdrawal, and request for referral, as well as the procedures, including child find, due process, prior written notice and parent consent as per the Part 200 regulations and IDEA 2004.'

Virtual

12/6/2023
8:30 AM to 2:30 PM

Day 1 Using the FBA and BIP Process to Support Students Needing Intensive Intervention| In-Person Training | BRONX Regional Partnership Center
Spaces Remaining: 32
'***NOTE: This is a 3-day In-Person training, participants are expected to attend ALL sessions. *** Description Intended Audience: Implementation Teams consisting of (General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators). This series focuses on understanding the FBA, BIP and Progress Monitoring process as it relates to the NYS Part 200 regulations. The goals of this series are to understand the Behavior Pathway and build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway). Learn how to conduct a Functional Behavior Assessment (FBA), understanding and developing the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP. How to use a Competing Behavior Pathway to Develop the Behavior Intervention Plan (BIP), identifying interventions based upon the Competing Behavior Pathway. And, finally, learn how to implement and progress monitor the Behavior Intervention Plan, developing the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan regarding changes in both the problem and replacement/desired behaviors. Day 1: • Regulations, • Teaming, • Behavior Pathway • Hypothesis Day 2: • Indirect Data Collection • Desired and Replacement Behavior • Behavior Intervention Strategies Day 3: • Progress Monitoring of Outcomes and Fidelity of Implementation • Direct Data Collection

1 Fordham Plaza Room 853

12/7/2023
9:00 AM to 11:00 AM

The Least Restrictive Environment, LRE Module 5: Parent and Family Involvement
Spaces Remaining: 38
LRE Module 5: Parent and Family Involvement is the fifth of six modules developed to deepen the understanding and implementation of the principle of LRE. Participants will leave this training with a better understanding of the critical importance of parent and family involvement as related to LRE. Each module in the series help support the school in increasing the amount of time students with disabilities spend in general education environments. This training is intended for administrators, teachers, psychologists, guidance counselors and social workers.

Virtual- Microsoft Teams Webinar

12/8/2023
9:00 AM to 11:30 AM

Foundations of Effective Reading Instruction: Understanding the Science of Reading
Spaces Remaining: 47
The purpose of this training is to help participants gain a greater understanding of what the Science of Reading has determined to be the foundational skills that are needed in order to become a proficient reader. In this series, Participants will explore current instructional practices in reading and the impact it has on reading proficiency. The training will also provide context for the importance of effective reading instruction and the impact that it has on equity for all students. In order to overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading. We will take a look at some ineffective practices and why those may not be working, in order to realign our thinking and pedagogy to what is research-based and effective.

Virtual- Microsoft Teams Webinar

12/11/2023
1:00 PM to 3:00 PM

TRAN - Evidence-Based Practices for Improving Graduation Rate and Decreasing Dropout | Part 1 | VIRTUAL
Spaces Remaining: 50
** VIRTUAL for District 32,** The Evidence-Based Practices for Improving Graduation Rate and Decreasing Dropout package is designed to assist Educational Organizations (EOs) to develop systems and evidence-based practices that are known to enhance successful completion of school for students with disabilities. The outcomes of this training may indicate the need for additional follow-up with coaching for facilitating teams, accessing data, using data effectively to make decisions, selecting appropriate interventions, and evaluating the effectiveness of interventions.'

12/12/2023
8:30 AM to 2:30 PM

Day 2 Using the FBA and BIP Process to Support Students Needing Intensive Intervention| In-Person Training | BRONX Regional Partnership Center
Spaces Remaining: 29
Each Day is a Separate Registration Day 3: December 20th '***NOTE: This is a 3-day In-Person training, participants are expected to attend ALL sessions. *** Description Intended Audience: Implementation Teams consisting of (General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators). This series focuses on understanding the FBA, BIP and Progress Monitoring process as it relates to the NYS Part 200 regulations. The goals of this series are: to understand the Behavior Pathway and build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway). Learn how to conduct a Functional Behavior Assessment (FBA), understanding and developing the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP. How to use a Competing Behavior Pathway to Develop the Behavior Intervention Plan (BIP), identifying interventions based upon the Competing Behavior Pathway. And, finally, learn how to implement and progress monitor the Behavior Intervention Plan, developing the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan regarding changes in both the problem and replacement/desired behaviors. Day 1: • Regulations, • Teaming, • Behavior Pathway • Hypothesis Day 2: • Indirect Data Collection • Desired and Replacement Behavior • Behavior Intervention Strategies Day 3: • Progress Monitoring of Outcomes and Fidelity of Implementation • Direct Data Collection'

1 Fordham Plaza Room 853

12/12/2023
9:00 AM to 3:00 PM

Understanding the FBA/BIP Process- Module 2
Spaces Remaining: 91
A four-part series on understanding the FBA, BIP and PM process as it relates to the NYS part 200 regulations. Part 1: Understanding the Behavior Pathway Build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway) Part 2: Conducting the Functional Behavior Assessment Understand and develop the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP Part 3: Using the Competing Behavior Pathway to Develop the Behavior Intervention Plan Identify interventions based upon the Competing Behavior Pathway Part 4: Implementation and Progress Monitoring of the Behavior Intervention Plan Develop the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan with regard to changes in both the problem and replacement/desired behaviors. Please Note that participants must register for each of the four sections and are strongly encouraged to attend all four sessions: 12/5/23, 12/12/23, 1/9/24 and 1/16/24 all from 9am-3pm.

TBD

12/13/2023
10:00 AM to 12:00 PM

Dimensions of Equity in Education | Virtual | Manhattan RPC |
Spaces Remaining: 50
Educators will come away with understanding concepts of equity, culture, and socio-cultural awareness in EOs. Educators will review portions of the NYSED CRSE Framework to internalize culturally responsive-sustaining mindsets and practices in the classroom with students and families related to discipline procedures, family engagement, and diversity in the curriculum. Educators will also be grounded in the goals of culturally responsive pedagogy to foster independent learning and rigor by providing responsive scaffolds for marginalized student groups.

Virtual

12/13/2023
12:15 PM to 3:00 PM

Specially Designed Instruction for Administrators | Staten Island RPC
Spaces Remaining: 49
This training is intended to further develop administrator’s knowledge of SDI and how SDI should be designed and developed based on individual student need to address learning barriers. Administrators will be able to define SDI, recognize how to differentiate SDI from general education, identify what SDI looks like in the classroom setting, and gain necessary skills for supervision of implementation of SDI.

Virtual -Staten Island-District 31

12/14/2023
10:00 AM to 12:00 PM

SET | NYSAA: Essential Information for Families | Part 1 | Virtual Training | Brooklyn RPC
Spaces Remaining: 200
The purpose of this training is to educate families of students with disabilities on the essential information of NYSAA including, what NYSAA is, what the test entails, and how it will affect a student's postsecondary planning. Additionally, the training will review all state assessment options, the eligibility and decision-making process, and graduation/student exit options.

Virtual

12/14/2023
12:00 PM to 2:30 PM

Developmentally Appropriate Practice (DAP) for Preschool| 2-day Virtual Training| Bronx Regional Partnership Center
Spaces Remaining: 50
This professional learning is designed to help general and special education preschool teachers set up learning environments that are developmentally appropriate for preschool students with diverse needs and backgrounds. DAP involves an awareness of: • Age appropriateness / “typical” development • What the research says about how children this age learn best • Individual development – recognizing that each child develops uniquely and has individual strengths and needs • Cultural context - providing meaningful, relevant, and respectful learning experiences for each child and family Targeted Audience(s) Preschool educators, including teachers, administrators, assistants, aides, paraprofessionals, and clinical staff By the end of the training, participants will be able to: • Identify the three core considerations of Developmentally Appropriate Practice (DAP) • Identify typical developmental milestones for three-, four-, and five-year-old children • Identify six key guidelines for setting up a developmentally appropriate preschool classroom system • Identify practices/actions that they will introduce and modify in their settings to ensure their classrooms are developmentally appropriate ***CTLE Credit will be awarded***

Virtual

12/15/2023
8:30 AM to 2:30 PM

Discipline Procedures for Students with Disabilities | Staten Island RPC
Spaces Remaining: 49
Description: This full-day training is designed for district and building level administrators to gain a better understanding of the process related to discipline for students with disabilities as per the Part 201 of the Commissioner's Regulations. This training supports the administrator’s understanding of the regulatory requirements and the administrative responsibilities, as they relate to discipline, and are aligned to state law to ensure district compliance. Participants will increase their knowledge of policies, regulations, and best practices related to suspension, removal, and behavioral supports related to implementing discipline for students with disabilities.

12/15/2023
10:00 AM to 1:00 PM

SET | Test Accommodations for Students with Disabilities | Part 1 | Virtual Training | Brooklyn RPC
Spaces Remaining: 200
This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP). - Participants will know the purpose of test accommodations - Participants will define test accommodations - Participants will understand their role in supporting a student with their test accommodations'

Virtual

12/15/2023
1:00 PM to 2:30 PM

Composing the Essential and Seven Common Elements of Explicit Instruction - Manhattan RPC- Virtual Live Training
Spaces Remaining: 50
'Participants will define, describe and include all of the essential elements in their lesson plans to improve student outcome. This explicit instruction training is intended to support participants’ knowledge of explicit instruction and teachers’ abilities to effectively implement explicit instructional strategies for students’ in their classroom. Explicit instruction is high leverage and an evidence-based practice that has proven to be effective for all students especially for students with disabilities. Research has shown higher achievement results for students with disabilities in both reading, math and all content areas. Intended Audience: Special education teachers, general education teachers, coaches, instructional support staff, administrators '

Virtual

12/19/2023
9:00 AM to 10:00 AM

Values, Equity, and Cultural Responsiveness
Spaces Remaining: 48
This package contains materials that explore values as an element of culture. Educators and Educational Organizations will be asked to reflect on their values and to consider the connection between values, equity and the provision of services for students with disabilities. The package also contains tools for exploring values with students and families to foster cross-cultural exchanges between families and Educational Organizations.

Virtual- Microsoft Teams Webinar

12/19/2023
11:00 AM to 1:00 PM

Student Directed Individualized Education Program (IEP) for Professionals - Four-Part Series: Part 4 | Virtual Training | Manhattan RPC
Spaces Remaining: 50
Participants in this series will be part of a think tank with like-minded educators. Self-determination and its benefits provide the foundation for the ideas and resources shared to support students with disabilities at all grade levels to increase their participation in IEP development, implementation, and CSE participation.

Virtual

12/20/2023
8:30 AM to 2:30 PM

Day 3 Using the FBA and BIP Process to Support Students Needing Intensive Intervention| In-Person Training| BRONX Regional Partnership Center
Spaces Remaining: 34
'***NOTE: This is a 3-day In-Person training, participants are expected to attend ALL sessions. *** Description Intended Audience: Implementation Teams consisting of (General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators). This series focuses on understanding the FBA, BIP and Progress Monitoring process as it relates to the NYS Part 200 regulations. The goals of this series are: to understand the Behavior Pathway and build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway). Learn how to conduct a Functional Behavior Assessment (FBA), understanding and developing the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP. How to use a Competing Behavior Pathway to Develop the Behavior Intervention Plan (BIP), identifying interventions based upon the Competing Behavior Pathway. And, finally, learn how to implement and progress monitor the Behavior Intervention Plan, developing the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan regarding changes in both the problem and replacement/desired behaviors. Day 1: • Regulations, • Teaming, • Behavior Pathway • Hypothesis Day 2: • Indirect Data Collection • Desired and Replacement Behavior • Behavior Intervention Strategies Day 3: • Progress Monitoring of Outcomes and Fidelity of Implementation • Direct Data Collection'

1 Fordham Plaza Room 853

12/22/2023
8:30 AM to 2:30 PM

Values, Equity, and Cultural Responsiveness | Staten Island RPC
Spaces Remaining: 49
This training package contains materials that explore values as an element of culture. Educators and Educational Organizations will be asked to reflect on their values and to consider the connection between values, equity and the provision of services for students with disabilities. The package also contains tools for exploring values with students and families to foster cross-cultural exchanges between families and Educational Organizations.

Virtual -Staten Island-District 31

1/2/2024
1:00 PM to 2:30 PM

Next Steps in SDI for Students/w Multiple, Intellectual, Hearing and Visual Disabilities/ Manhattan RPC
Spaces Remaining: 50
'Addressing the gaps for students to achieve positive academic outcome. Intended Audience: The Next Steps with Specially Designed Instruction package should be delivered to: Special Education Teachers, CSE teams, General Education teachers who work with students with disabilities and any others interested in furthering their knowledge on specially designed instruction. The training is most applicable to those who will be engaging directly in designing, developing and delivering specially designed instruction to students with disabilities. '

Virtual

1/8/2024
to 7/17/2030

Create An Account
Spaces Remaining: 29081
Please use this event page to create a new account with the Learning Stream Learning Management system by clicking the registration button above. You will be able to register for future Special Education Office Professional Learning.

1/8/2024
2:00 PM to 1/9/2024 3:30 PM

Transition Assessments
Spaces Remaining: 50
This training provides an overview of career development theory and the law and regulations requiring transition assessment. A variety of assessments related to each of the measurable postsecondary goal areas of Employment/Training, and Independent Living to assist students in developing increased self-awareness and career paths will be explored.

Virtual- Microsoft Teams Webinar

1/9/2024
10:00 AM to 12:00 PM

LIT-Explicit Vocabulary Instruction for Teachers Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
This training will show participants how to embed explicit vocabulary instruction into primarily Tier I instruction: • Participants will be able to explain the importance of robust vocabulary instruction for students in the elementary grades. • Participants will understand how explicit instruction can be applied to vocabulary instruction. • Participants will be able to describe key features of vocabulary instruction and identify ways to incorporate vocabulary instruction into different parts of the school day.

Virtual

1/9/2024
1:00 PM to 3:00 PM

CRE | Values, Equity, and Cultural Responsiveness | In-Person D14 | Virtual | Brooklyn
Spaces Remaining: 50
'** IN PERSON FOR D14, LOCATION TBA** This training package contains materials that explore values as an element of culture. Educators and Educational Organizations will be asked to reflect on their values and to consider the connection between values, equity and the provision of services for students with disabilities. The package also contains tools for exploring values with students and families to foster cross cultural exchanges between families and Educational Organizations. '

1/11/2024
9:00 AM to 12:00 PM

Explicit Instruction/Virtual Training
Spaces Remaining: 50
:'This explicit instruction training package is intended to support participants’ knowledge of explicit instruction and teachers’ abilities to effectively implement explicit instruction. Explicit instruction is a high leverage practice that has proven to be effective for special education students. Research has shown higher achievement results for students with disabilities in both reading and math after receiving explicit instruction. The Recognizing Effective Special Education Teachers (RESET) Explicit Instruction Rubric (EIR) is introduced as a general observation tool that aligns with best instructional practices for students with disabilities within this training. The accompanying activity in the Participant Packet allows participants to observe a lesson and determine where the instruction would fall on the rubric. The intention is that participants might utilize the rubric as a guide as they work to incorporate elements of explicit instruction into lesson planning and/or practice. When using the RESET EIR for coaching or as an administrator, it is important the tool be used as intended. The RESET EIR rubric and accompanying guidance manual are released under a separate parameters page. Please see those parameters for guidelines on utilizing the tool. A webinar will be offered to introduce the EIR and how to use it to coach with fidelity.'

Virtual

1/11/2024
12:00 PM to 3:00 PM

Overview of Specially Designed Instruction | Staten Island RPC
Spaces Remaining: 50
This introductory training is intended to develop participants’ working knowledge of the components of SDI, the rationale for using SDI, using SDI alongside other instructional strategies, and selecting appropriate SDI based upon student needs and characteristics.

Virtual -Staten Island-District 31

1/16/2024
9:00 AM to 3:00 PM

Understanding the FBA/BIP Process- Module 4
Spaces Remaining: 94
A four-part series on understanding the FBA, BIP and PM process as it relates to the NYS part 200 regulations. Part 1: Understanding the Behavior Pathway Build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway) Part 2: Conducting the Functional Behavior Assessment Understand and develop the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP Part 3: Using the Competing Behavior Pathway to Develop the Behavior Intervention Plan Identify interventions based upon the Competing Behavior Pathway Part 4: Implementation and Progress Monitoring of the Behavior Intervention Plan Develop the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan with regard to changes in both the problem and replacement/desired behaviors. Please Note that participants must register for each of the four sections and are strongly encouraged to attend all four sessions: 12/5/23, 12/12/23, 1/9/24 and 1/16/24 all from 9am-3pm.

TBD

1/16/2024
11:00 AM to 1:00 PM

Test Accommodations for Students with Disabilities | Virtual Training | Manhattan RPC
Spaces Remaining: 48
This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP).

Virtual

1/18/2024
12:00 PM to 3:00 PM

Testing Accommodations for Students with Disabilities | Staten Island RPC
Spaces Remaining: 50
This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP).

Virtual -Staten Island-District 31

1/18/2024
2:15 PM to 3:15 PM

Testing Accommodations for Students With Disabilities
Spaces Remaining: 39
This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP). This training is intended for administrators, teachers, psychologists, social workers and guidance counselors.

Virtual- Microsoft Teams Webinar

1/19/2024
1:00 PM to 3:00 PM

Best Practices in Academic Progress Monitoring - Manhattan RPC
Spaces Remaining: 50
'The purpose of this training series is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenters. At the conclusion of this training, participants should be able to: 1. Describe the purpose of progress monitoring 2. Define progress monitoring 3. Identify the steps for implementing progress monitoring at the individual student level '

Virtual

1/23/2024
10:00 AM to 12:00 PM

LIT- Phonological Awareness: Establishing Foundations for Reading Success Part 2 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this training is to help participants gain a greater understanding of the Science of Reading; specifically, what phonological awareness is and how crucial this skill set is to the foundation of reading success. Participants will explore what skills to teach when, and how to teach these skills for students to master phonological awareness. The training will also provide context for the importance of using assessments to improve the effectiveness of phonological instruction for students. To overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading.

Virtual

1/24/2024
8:30 AM to 2:30 PM

Alternatives to Suspension/ 2-day In-Person Training| BRONX Regional Partnership Center
Spaces Remaining: 30
The issue of in and out-of-school suspensions of students, including students with disabilities, who demonstrate escalated classroom behavior, has become controversial and divisive leaving many staff members at odds. This two-day training is designed for building level administrators, teachers, school psychologists and counselors and is intended to help participants understand that exclusionary practices have significant short and long-term negative effects on academic, social-emotional, health and wellness, and family outcomes of students. The training will highlight alternative approaches to discipline that lead to improved student outcomes. Participants will ground themselves in a common understanding of suspension, removal, and discipline, as well as influences, impacts, policies, and procedures that contribute to the on-going suspension crisis in schools today. Throughout these two days, participants will learn and explore effective research-based strategies for responding to student behavior and appropriate alternatives to suspension, which have significantly fewer negative impacts on student or family outcomes. Throughout this training there will be several resources that will be provided and referenced, so participants should bring their laptops or tablets to access the materials. Expected outcomes: Participants will be understanding the purpose of using alternatives to suspension. They will gain knowledge of the recent research on school suspensions, examine scenarios when alternatives to suspension may be used to change behavior, learn how a systemic change on the approach to discipline and problem behavior can affect school climate, and learn about practical, replicable, research-based strategies to use as effective and proactive alternatives to suspension.

1 Fordham Plaza Room 853

1/25/2024
10:00 AM to 12:00 PM

Using the Competing Behavior Pathway to Identify Interventions, Session 2/2 | Virtual Training | Manhattan RPC
Spaces Remaining: 97
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. To accurately understand a student's challenging behavior and support them in altering this behavior, school providers and educators need to develop a fluid understanding of the Behavior Pathway; its individual components and how to utilize it to support student success. This two-part professional learning series will build upon the content covered in the Introduction to the Behavior Pathway series. During this two-part training, participants will learn about the components of the Competing Behavior Pathway, and how to use this tool to develop an individualized plan of intervention strategies within the Prevent-Teach-Reinforce (PTR) framework. *PLEASE BE ADVISED, registration and attendance in both sessions of this professional learning series is strongly recommended.*

Virtual

2/2/2024
1:00 PM to 2:30 PM

Analyze case studies of the characteristics of Orthopedic Impairment/ Virtual Live Training /Manhattan RPC
Spaces Remaining: 50
'Analyze case studies and characteristics of Orthopedic Impairment. Traumatic Brain Injury and Deaf and Blindness. Participants will create a student summary sheet and utilize the NYSED Guidance Document to design a lesson for the particular student with a disability. The Next Steps with Specially Designed Instruction professional development training package is the second in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This advanced level training is intended participants’ knowledge of specially designed instruction and how SDI should be designed and developed based on individual student need to address their learning barriers. Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on individual student needs and characteristics. Intended Audience: The Next Steps with Specially Designed Instruction package should be delivered to: Special Education Teachers, CSE teams, General Education teachers who work with students with disabilities and any others interested in furthering their knowledge on specially designed instruction. The training is most applicable to those who will be engaging directly in designing, developing and delivering specially designed instruction to students with disabilities. '

Virtual

2/6/2024
10:00 AM to 12:00 PM

LIT-Universal Screening: Best Practices in Screening for Academic Deficits Part 1 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this training is to provide participants with an overview of what universal screening is and how to adopt this practice in their schools. At the conclusion of Part 1 and Part 2 participants should be able to: 1. Define universal screening 2. Describe the purpose of universal screening 3. Describe the features of a high-quality universal screening measure 4. Identify tools to guide them in selecting a universal screening measure 5. Describe ways in which data from a universal screening measure can be used

Virtual

2/6/2024
2:00 PM to 4:00 PM

Introduction to the Behavior Pathway- Modules 1 and 2
Spaces Remaining: 96
To accurately observe and understand a child’s challenging behavior and what environmental factors are triggering and maintaining it, school providers and educators need to understand how to utilize the Behavior Pathway. Within the continuum of Multi-Tiered System of Supports (MTSS), the Behavior Pathway is used as an intensive Tier-3 evidenced-based practice and tool. This professional learning series will enable you to define a child’s problem behavior so that any school provider who works with that child can clearly observe and measure that behavior. Participants will also learn how to observe and figure out what environmental factors are triggering, maintaining and/or reinforcing the problem behavior and, to understand what is motivating the child to continue performing that behavior. It is strongly encouraged that Participants attend and participate in all the subsequent modules of Introduction to the Behavior Pathway and the follow up series the Competing Behavior Pathway.

Virtual

2/8/2024
10:00 AM to 12:00 PM

Integrating Trauma-Sensitivity within a Positive Behavior Interventions and Supports (PBIS) Framework, Session 1/3 | Virtual Training | Manhattan RPC
Spaces Remaining: 97
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. Through this three-part professional learning series, participants will gain an understanding of what trauma is and how it affects learning. Participants will develop strategies to help build a school's trauma-sensitive support system and learn how they can integrate trauma-sensitive practices within a Positive Behavioral Interventions and Supports (PBIS) framework to ensure positive student outcomes. *PLEASE BE ADVISED, registration and attendance in all three sessions of this professional learning series is strongly recommended.*

Virtual

2/9/2024
9:00 AM to 3:00 PM

Family Engagement, Communication, and Culture | Staten Island RPC
Spaces Remaining: 50
This professional development training is designed to introduce educators to concepts of communication and culture that impact the ways educators and educational organizations (EOs) interact with families. Overall, the aim is to ensure that educators are mindful with how they communicate with parents, guardians, and families to ensure that educational sites are culturally responsive and welcoming.

Virtual -Staten Island-District 31

2/12/2024
12:00 PM to 3:00 PM

SET | Test Accommodations for Students with Disabilities | Part 1 | Virtual| Brooklyn RPC
Spaces Remaining: 50
Virtual- for D13, 16 & 32 - Location TBD This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP). - Participants will know the purpose of test accommodations - Participants will define test accommodations - Participants will understand their role in supporting a student with their test accommodations '

2/13/2024
8:30 AM to 2:30 PM

Alternatives to Suspension: Day 1 of 2 (2/13/24 & 2/15/24) | Staten Island RPC
Spaces Remaining: 50
Description: Day 1 of 2. This two-day (2/13/24 & 2/15/24) training package, designed for building level administrators and teachers, is intended to help participants understand that exclusionary practices have significant short and long-term negative effects on academic, social-emotional, health and wellness, and family outcomes of students and that there are alternative approaches to discipline that lead to improved student outcomes. Participants will ground themselves in a common understanding of suspension, removal, and discipline, as well as influences, impacts, policies and procedures that contribute to the on-going suspension crisis in schools today. Throughout these two days, participants will learn and explore effective research-based strategies for responding to student behavior and appropriate alternatives to suspension, which have significantly fewer negative impacts on student or family outcomes.

2/15/2024
8:30 AM to 2:30 PM

Alternatives to Suspension: Day 2 of 2 (2/13/24 & 2/15/24) | Staten Island RPC
Spaces Remaining: 50
Description: Day 2 of 2. Must also attend 2/13/24. This two-day training package, designed for building level administrators and teachers, is intended to help participants understand that exclusionary practices have significant short and long-term negative effects on academic, social-emotional, health and wellness, and family outcomes of students and that there are alternative approaches to discipline that lead to improved student outcomes. Participants will ground themselves in a common understanding of suspension, removal, and discipline, as well as influences, impacts, policies and procedures that contribute to the on-going suspension crisis in schools today. Throughout these two days, participants will learn and explore effective research-based strategies for responding to student behavior and appropriate alternatives to suspension, which have significantly fewer negative impacts on student or family outcomes.

2/15/2024
2:15 PM to 3:15 PM

Testing Accommodations for Students With Disabilities
Spaces Remaining: 40
This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP). This training is intended for administrators, teachers, psychologists, social workers and guidance counselors.

Virtual- Microsoft Teams Webinar

2/20/2024
10:00 AM to 12:00 PM

Integrating Trauma-Sensitivity within a Positive Behavior Interventions and Supports (PBIS) Framework, Session 2/3 | Virtual Training | Manhattan RPC
Spaces Remaining: 97
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. Through this three-part professional learning series, participants will gain an understanding of what trauma is and how it affects learning. Participants will develop strategies to help build a school's trauma-sensitive support system and learn how they can integrate trauma-sensitive practices within a Positive Behavioral Interventions and Supports (PBIS) framework to ensure positive student outcomes. *PLEASE BE ADVISED, registration and attendance in all three sessions of this professional learning series is strongly recommended.*

Virtual

2/27/2024
10:00 AM to 12:00 PM

LIT-Foundations of Effective Reading Instruction: Understanding the Science of Reading Part 1 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this training is to help participants gain a greater understanding of what the Science of Reading has determined to be the foundational skills that are needed in order to become a proficient reader. Participants will explore current instructional practices in reading and the impact it has on reading proficiency. The training will also provide context for the importance of effective reading instruction and the impact that it has on equity for all students. In order to overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading. We will take a look at some ineffective practices and why those may not be working, in order to realign our thinking and pedagogy to what is research-based and effective.

Virtual

2/28/2024
9:00 AM to 3:00 PM

Best Practices in Academic Progress Monitoring: Effective Assessment for Improving Individual Student Outcomes ( FULL DAY training)| Staten Island RPC
Spaces Remaining: 46
The purpose of this full-day training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, and modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenters.

Virtual -Staten Island-District 31

3/1/2024
1:00 PM to 2:00 PM

What SDI might look like in the classroom/Virtual Live Training/Manhattan RPC
Spaces Remaining: 50
'Participants will examine what SDI might look like in the classroom. The Next Steps with Specially Designed Instruction professional development training package is the second in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This advanced level training is intended participants’ knowledge of specially designed instruction and how SDI should be designed and developed based on individual student need to address their learning barriers. Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on individual student needs and characteristics. Intended Audience: The Next Steps with Specially Designed Instruction package should be delivered to: Special Education Teachers, CSE teams, General Education teachers who work with students with disabilities and any others interested in furthering their knowledge on specially designed instruction. The training is most applicable to those who will be engaging directly in designing, developing and delivering specially designed instruction to students with disabilities. '

Virtual

3/7/2024
8:30 AM to 2:30 PM

Part 2 of 2: The Language of Classroom Management: Promoting Positive Teacher-Student Interaction and Relationships | Staten Island RPC
Spaces Remaining: 50
This training is Part 2 of a 2 day training (2/6/24 & 3/7/24) that is designed for PreK -12th grade educators who would like to improve their classroom management skills by building relationships with their students and utilizing a variety of strategies to prevent, teach, and respond to behavior. Strategies include: 1) arranging the physical environment, 2) defining, teaching, and acknowledging expectations and rules, 3) defining and teaching classroom procedures and routines, 4) active supervision, 5) behavior specific praise, 6) response strategies for inappropriate behavior, 7) class-wide group contingencies, 8) multiple opportunities to respond. **MUST attend BOTH days**

TBD

3/7/2024
10:00 AM to 12:00 PM

Integrating Trauma-Sensitivity within a Positive Behavior Interventions and Supports (PBIS) Framework, Session 3/3 | Virtual Training | Manhattan RPC
Spaces Remaining: 97
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. Through this three-part professional learning series, participants will gain an understanding of what trauma is and how it affects learning. Participants will develop strategies to help build a school's trauma-sensitive support system and learn how they can integrate trauma-sensitive practices within a Positive Behavioral Interventions and Supports (PBIS) framework to ensure positive student outcomes. *PLEASE BE ADVISED, registration and attendance in all three sessions of this professional learning series is strongly recommended.*

Virtual

3/7/2024
12:00 PM to 3:00 PM

The Language of Classroom Management: Promoting Positive Teacher-Student Interactions and Relationships. : This is a 3-session Live Virtual training
Spaces Remaining: 49
***NOTE: Participants are expected to attend ALL sessions *** Part 2: March 14th, & Part 3: March 21st Effective classroom management is a precursor to successful academic instruction in the classroom. This professional learning series will explore evidence-based, instructionally-oriented interventions, practices, and strategies for effective behavior management within a multi-tiered support system (MTSS). The focus will be on universal (Tier 1) procedures that can be used to establish a positive and engaging classroom environment. Participants will learn behavior management strategies focusing on prevention, explicit instruction of behavior and social-emotional learning, and ways to effectively reinforce positive behaviors and respond to unwanted behaviors. In this three-session series, we will present the following classroom management strategies: Session 1: • Introduction to Behavior Basics • Arranging the physical • Defining, teaching, and acknowledging expectations and rules Session 2: • Defining and teaching classroom procedures and routines. • Active supervision • Providing behavior-specific praise Session 3: • Response Strategies for inappropriate behavior • Class-wide group contingencies • Multiple opportunities to respond Intended Audience: General and Special Education Teachers, Paraprofessionals, and Administrators. Designed for PreK-12th grade educators who want more information on positive behavior support– classroom management strategies.

Virtual

3/11/2024
1:00 PM to 3:00 PM

LIT | Teaming to Promote Literacy | IN PERSON D19 | Brooklyn
Spaces Remaining: 50
'**IN PERSON FOR D19, LOCATION TBA** This training is designed to facilitate the implementation of evidence-based literacy practices for all learners. The training is anchored to the Reading-Tiered Fidelity Inventory (v. 2.0; R-TFI), and instruction on its administration is threaded across the modules. The R-TFI and this training are closely aligned to a Multi-Tiered System of Support service delivery structure.'

3/11/2024
2:00 PM to 3:30 PM

The Career Development and Occupational Studies (CDOS) Learning Standards Across the Lifespan: Connecting Knowledge to Skills
Spaces Remaining: 45
Transition-focused education means that a fundamental purpose of the education students receive is to prepare them for life after high school. When we have transition-focused education, all aspects of the educational experience connect back to this goal; it is the fundamental basis of the education the student is receiving both in school and at home. Research indicates the development of self-determination skills can (should) begin early, and the development of career development skills should begin before high school.

Virtual- Microsoft Teams Webinar

3/12/2024
12:30 PM to 2:30 PM

SET - Leading the IEP Process | Annual Review | Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 49
Intended Audience: Special Education Teachers, Unit Coordinators, School Psychologists, CSE staff, Administrators of Special Education, Assistant Principals, Principals, and other staff that may serve as the IEP Team’s District Representative. This module addresses the specific responsibilities of the district representative and the IEP Team in relation to processes and procedures of the annual review. Participants will become familiar with the purpose of an annual review, notices related to the annual review, special factors and required considerations that are a part of the annual review process.

Virtual

3/13/2024
12:15 PM to 3:00 PM

Specially Designed Instruction for Administrators | Staten Island RPC
Spaces Remaining: 50
This training is intended to further develop administrator’s knowledge of SDI and how SDI should be designed and developed based on individual student need to address learning barriers. Administrators will be able to define SDI, recognize how to differentiate SDI from general education, identify what SDI looks like in the classroom setting, and gain necessary skills for supervision of implementation of SDI.

Virtual -Staten Island-District 31

3/19/2024
10:00 AM to 12:00 PM

LIT-Identifying and Intensifying Intervention: What to Do and How to Do It Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
• Participants will be able to identify and differentiate between skill-based, fluency-based, and performance-based interventions • Participants will learn when each of these approaches is appropriate, given the nature of the observed problem. • Participants will learn how to titrate the intensity of intervention to the learner as a response to instruction

Virtual

3/20/2024
8:30 AM to 2:30 PM

Integrating Trauma Sensitivity within a Positive Behavior Interventions and Supports (PBIS) Framework / In Person Training | Bronx Regional Partnership Center
Spaces Remaining: 29
This training examines the ways in which a public health crisis, school crisis and/or types of civic unrest may be significant sources of stress and/or trauma for the students whom we support. Additionally, the training explores the biological, cognitive, emotional and behavioral effects of trauma on student development and the ways they in turn affect a student’s academic and behavioral functioning in the classroom. Participants will engage in content that explains how to use the data, systems, and practices components of a multi-tiered systems approach to behavior to provide differentiated evidence-based supports. Throughout this training participants will explore and determine if their school-wide Tier 1 practices reflect a trauma-sensitive approach to responding to student behavior. As a result of this training, participants will gain an understanding of what trauma is and how it affects learning. They will be able to apply several strategies to help build their school's trauma-sensitive support system. Participants will learn how district and school leaders can incorporate trauma-sensitive practices within a Positive Behavioral Interventions and Supports (PBIS) framework which ensures that trauma practices can be integrated into a system that links these efforts to student outcomes. Intended Audience: Administrators, Teachers, Special educational teachers, Support staff. The Location for this training will be room 750 on the the 7th floor. One Fordham Plaza, Bronx NY 10458

1 Fordham Plaza Room 853

3/21/2024
9:00 AM to 1:00 PM

Using the FBA/BIP Process to Support Students Needing Intensive Interventions, Session 1/3 | Virtual Training | Manhattan RPC
Spaces Remaining: 150
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This three-part professional learning series will help participants build fluency with the science of behavior, which provides the theoretical foundation on which Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) are based. Participants will acquire the skills necessary to conduct an FBA, and create, implement, and progress monitor a BIP. The training will ensure that these skills are align with the New York State Education Department P-12: Office of Special Education regulations, and New York City Chancellor's Regulations. *PLEASE BE ADVISED, registration and attendance in all three sessions of this professional learning series is strongly recommended.*

Virtual

3/22/2024
9:00 AM to 3:00 PM

Effective and Collaborative Implementation of Family Engagement Resources (for Parent Coordinators & Admin ONLY) | Staten Island RPC
Spaces Remaining: 50
In this training participants will: -Explore meaningful and equitable training resources/tools to support effective family engagement and communication. -Explore the use of critical thinking skills to deepen connection and understanding of the resources to support equitable collaborative family engagement. -Share examples of different resources that are designed to foster effective and equitable family engagements practices. -Use an assessment worksheet to help build capacity for reflection on resource designs and approaches for effective family engagement.

Virtual -Staten Island-District 31

3/25/2024
1:00 PM to 3:00 PM

SET | NYSAA Foundational Content | Part 1 | Virtual | Brooklyn RPC
Spaces Remaining: 200
This training will provide foundational learning on New York State Alternate Assessment (NYSAA).

Virtual

3/26/2024 9:00 AM

Identifying and Intensifying Interventions: What to Do and How to Do It | Staten Island RPC
Spaces Remaining: 48
This professional learning session provides an introduction to essential skills and knowledge necessary to match student needs to instruction/intervention, and to intensify that instruction based on data. Participants will learn to distinguish between skill-based, fluency-based, and performance-based learning deficits and to match interventions to those need areas. Additionally, participants will learn how to use data from progress monitoring to determine when to intensify interventions and specific, evidence-based strategies for doing so. .

Virtual -Staten Island-District 31

3/26/2024
10:00 AM to 12:00 PM

LIT-Best Practices in Academic Progress Monitoring Introduction Part 1 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this 4 part training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenters. At the conclusion of this training, participants should be able to: 1. Describe the purpose of progress monitoring 2. Define progress monitoring 3. Identify the steps for implementing progress monitoring at the individual student level

Virtual

4/2/2024
10:00 AM to 12:00 PM

LIT-Best Practices in Academic Progress Monitoring Introduction Part 2 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this 4 part training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenters. At the conclusion of this training, participants should be able to: 1. Describe the purpose of progress monitoring 2. Define progress monitoring 3. Identify the steps for implementing progress monitoring at the individual student level

Virtual

4/4/2024
9:00 AM to 1:00 PM

Using the FBA/BIP Process to Support Students Needing Intensive Interventions, Session 2/3 | Virtual Training | Manhattan RPC
Spaces Remaining: 150
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. This three-part professional learning series will help participants build fluency with the science of behavior, which provides the theoretical foundation on which Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) are based. Participants will acquire the skills necessary to conduct an FBA, and create, implement, and progress monitor a BIP. The training will ensure that these skills are align with the New York State Education Department P-12: Office of Special Education regulations, and New York City Chancellor's Regulations. *PLEASE BE ADVISED, registration and attendance in all three sessions of this professional learning series is strongly recommended.*

Virtual

4/4/2024
2:15 PM to 3:15 PM

'Co-Teaching: A Comprehensive Approach, Part II: Planning for Instruction '
Spaces Remaining: 40
In educational research, co-teaching is referred to as the instructional methodology or structure that two teachers use. Co-planning is critical to the success of this teaching structure. The purpose of this training is to provide foundational knowledge for the effectiveness of purposeful co-planning. In addition, participants will gain knowledge about options for co- planning and apply the information to co-plan a lesson for current or future use. Co-teaching can be applied in any situation when two teachers provide instruction together. It is highly recommended that co-teaching teams attend together, although the information provided will benefit individual teacher practice as well.

Virtual- Microsoft Teams Webinar

4/8/2024
2:00 PM to 3:30 PM

Developing an Effective Student Exit Summary
Spaces Remaining: 47
This training contains information on the development and provision of an effective exit summary for students. It will cover both the traditional exit summary and the exit summary provided with the Skills and Achievement Commencement Credential.

Virtual- Microsoft Teams Webinar

4/9/2024
10:00 AM to 12:00 PM

LIT-Best Practices in Academic Progress Monitoring Introduction Part 3 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this 4 part training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenters. At the conclusion of this training, participants should be able to: 1. Describe the purpose of progress monitoring 2. Define progress monitoring 3. Identify the steps for implementing progress monitoring at the individual student level

Virtual

4/10/2024
8:30 AM to 2:30 PM

The Language of Classroom Management Promoting Positive Teacher-Student Interaction and Relationships. | Bronx Regional Partnership Center
Spaces Remaining: 30
***NOTE: Participants are expected to attend ALL sessions *** Day 2: April 17th Effective classroom management is a precursor to successful academic instruction in the classroom. This professional learning series will explore evidence-based, instructionally-oriented interventions, practices, and strategies for effective behavior management within a multi-tiered support system (MTSS). The focus will be on universal (Tier 1) procedures that can be used to establish a positive and engaging classroom environment. Participants will learn behavior management strategies focusing on prevention, explicit instruction of behavior and social-emotional learning, and ways to effectively reinforce positive behaviors and respond to unwanted behaviors. In this three-session series, we will present the following classroom management strategies: Session 1: • Introduction to Behavior Basics • Arranging the physical • Defining, teaching, and acknowledging expectations and rules • Defining and teaching classroom procedures and routines. • Active supervision Session 2: • Providing behavior-specific praise • Response Strategies for inappropriate behavior • Class-wide group contingencies • Multiple opportunities to respond Intended Audience: General and Special Education Teachers, Paraprofessionals, and Administrators. Designed for PreK-12th grade educators who want more information on positive behavior support– classroom management strategies.

1 Fordham Plaza Room 853

4/12/2024
9:30 AM to 11:30 AM

Transition in the IEP Series
Spaces Remaining: 125
The purpose of Transition in the IEP Series is to gain an in-depth understanding of the transition planning process and the components within a transition IEP. Attendees will deepen their understanding of best practices and evidence-based strategies related to quality transition services and planning. Attendees will have the opportunity to engage in hands-on activities embedded throughout the training.

Virtual

4/18/2024
1:30 PM to 3:30 PM

SPECIALLY DESIGNED INSTRUCTION FOR ADMINISTRATORS | Virtual Training
Spaces Remaining: 200
The Specially Designed Instruction for Administrators professional development training package is the fifth in a suite of trainings on the development and use of SDI for students with disabilities. This training is intended to further develop administrator’s knowledge of SDI and how it should be designed and developed based on individual student need to address learning barriers. Administrators will be able to define SDI, recognize how to differentiate SDI from general education, identify what SDI looks like in the classroom setting, and gain necessary skills for supervision of implementation of SDI. This package is primarily designed to be delivered as a 2-3 hour in-person training; however, the training is structured to allow for online delivery based upon EO scheduling requirements. • Participants will be able to define SDI as described in Federal and New York State regulatory guidelines. • Participants will be able to differentiate SDI from general education instruction. • Participants will be able to identify what SDI looks like in the classroom in order to support the implementation of SDI in their building. • Participants will gain skills for supervision of SDI implementation. Case studies and activities will be used throughout the workshop so that participants can apply this knowledge to their work with teachers of students with disabilities. All case studies and the sample student Individualized Education Program (IEP) have intentionally been written to be gender neutral, using only student initials, in an effort to remove any pre-conceived determinations about the student and to focus solely on the strengths and needs presented when designing appropriate SDI.'

Virtual

4/19/2024
12:00 PM to 3:00 PM

Developing Standards Based IEPs | Staten Island RPC
Spaces Remaining: 24
This professional learning event explores developing IEPs that are aligned both to individual student need and state standards.

Virtual

4/24/2024
12:00 PM to 2:30 PM

SET - Developing Standards-Based IEPs | Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 38
Intended Audience: Bronx General and Special Education Teachers, Psychologists, Related Service providers, CSE/CPSE staff, and Administrators. In this session, participants will gain an understanding of how to develop an IEP with the incorporation of grade-level standards to help students receive specially designed instruction necessary to access their grade-level curriculum. Participants must have attended Creating the IEP sessions first and have an understanding of the foundational pieces that make up an IEP. Participants will: - Improve the development of IEPs, participants will gain an understanding of how to develop an IEP with the incorporation of grade-level standards to help students receive specially designed instruction necessary to access their grade-level curriculum. - Develop and begin implementation of a quality IEP with effective SDI resulting in positive outcomes for students with disabilities and effective collaboration with the general education teachers.'

Virtual

5/2/2024
9:30 AM to 12:00 PM

The Language of Classroom Management: Promoting Positive Teacher-Student Interactions and Relationships | Part 1/3 | Virtual Training | Manhattan RPC
Spaces Remaining: 149
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. Effective classroom management is a precursor to successful academic instruction in the classroom. This three-part professional learning series offered by the Manhattan Regional Partnership Centers will explore evidence-based, instructionally oriented interventions, practices, and strategies for effective behavior management within multiple tiers of systemic of support. The focus will be on universal (Tier 1) procedures that can be used to establish a positive and engaging classroom environment. Participants will learn behavior management strategies that focus on prevention, explicit instruction of behavior and social emotional learning, as well as ways to effectively reinforce positive behaviors and respond to unwanted behaviors. During the first session of this series, we will provide an overview of the tiered framework and delve into best practices in arranging the physical environment, as well as defining, teaching, and acknowledging expectations and rules within the classroom setting. Session two will cover best practices in defining and teaching classroom procedures and routines, active supervision, as well as behavior specific praise. Lastly, the third session of the series will explore best practices in responding to inappropriate behavior, integrating class-wide group contingencies, and engaging students through multiple opportunities to respond. Participation in all sessions of the series is highly recommended.

Virtual

5/3/2024
9:00 AM to 11:30 AM

Phonological Awareness: Establishing the Foundations for Reading Success
Spaces Remaining: 50
The purpose of this training is to help participants gain a greater understanding of what the Science of Reading has determined to be the foundational skills that are needed in order to become a proficient reader. In this series, Participants will explore current instructional practices in reading and the impact it has on reading proficiency. The training will also provide context for the importance of effective reading instruction and the impact that it has on equity for all students. In order to overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading. We will take a look at some ineffective practices and why those may not be working, in order to realign our thinking and pedagogy to what is research-based and effective.

Virtual- Microsoft Teams Webinar

5/7/2024
10:00 AM to 11:00 AM

LIT-Best Practices in Academic Progress Monitoring Introduction Part 4 Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 30
The purpose of this 4 day training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenters. At the conclusion of this training, participants should be able to: 1. Describe the purpose of progress monitoring 2. Define progress monitoring 3. Identify the steps for implementing progress monitoring at the individual student level

Virtual

5/9/2024
12:00 PM to 2:30 PM

Alternatives to Suspension/ 3-day Virtual Training| BRONX Regional Partnership Center
Spaces Remaining: 30
***This is a 3-day training and participants are required to attend all sessions.*** Session dates are May 9th, 16th & 23rd. The issue of in and out-of-school suspensions of students, including students with disabilities, who demonstrate escalated classroom behavior, has become controversial and divisive leaving many staff members at odds. This two-day training is designed for building level administrators, teachers, school psychologists and counselors and is intended to help participants understand that exclusionary practices have significant short and long-term negative effects on academic, social-emotional, health and wellness, and family outcomes of students. The training will highlight alternative approaches to discipline that lead to improved student outcomes. Participants will ground themselves in a common understanding of suspension, removal, and discipline, as well as influences, impacts, policies, and procedures that contribute to the on-going suspension crisis in schools today. Throughout these two days, participants will learn and explore effective research-based strategies for responding to student behavior and appropriate alternatives to suspension, which have significantly fewer negative impacts on student or family outcomes. Throughout this training there will be several resources that will be provided and referenced, so participants should bring their laptops or tablets to access the materials. Expected outcomes: Participants will be understanding the purpose of using alternatives to suspension. They will gain knowledge of the recent research on school suspensions, examine scenarios when alternatives to suspension may be used to change behavior, learn how a systemic change on the approach to discipline and problem behavior can affect school climate, and learn about practical, replicable, research-based strategies to use as effective and proactive alternatives to suspension.

Virtual

5/13/2024
1:00 PM to 3:00 PM

'LIT | Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning | Part 1 | Virtual| Brooklyn '
Spaces Remaining: 100
'This explicit instruction training package is intended to support participants’ knowledge of explicit instruction and teachers’ abilities to effectively implement explicit instruction. Explicit instruction is a high leverage practice that has proven to be effective for special education students. Research has shown higher achievement results for students with disabilities in both reading and math after receiving explicit instruction. '

Virtual

5/14/2024
2:00 PM to 4:00 PM

Utilizing the Competing Behavior Pathway to Identify Interventions- Module 2
Spaces Remaining: 98
'In the Introduction to the Behavior Pathway: The Basis for Understanding Behavior and Behavior Supports training, participants learned how to accurately observe and understand a child’s challenging behavior, what environmental factors are triggering, maintaining and/or reinforcing it, and why the child is engaging in the behavior. This professional learning series will build upon that content to enable you to complete the Competing Behavior Pathway tool which helps educators and school providers to then identify and develop Prevent-Teach-Reinforce (PTR) intervention strategies for children in need of Tier-3 intensive behavioral support interventions. We further discuss the importance of the contextual fit of these interventions because it takes a team approach to develop and implement a PTR plan and to ensure that it will be implemented with fidelity. 'Participants will learn how to select function-based behavioral strategies, how to implement the strategies to fidelity and how to progress monitor PTR behavioral strategies to determine student learning and growth.

Virtual

5/15/2024
12:15 PM to 3:00 PM

Next Steps for Specially Designed Instruction | Staten Island RPC
Spaces Remaining: 50
This advanced level training is intended to further develop participants’ knowledge of specially designed instruction and how SDI should be designed and developed based on individual student need. Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on individual student needs and characteristics.

Virtual -Staten Island-District 31

5/23/2024
9:30 AM to 12:00 PM

The Language of Classroom Management: Promoting Positive Teacher-Student Interactions and Relationships | Part 2/3 | Virtual Training | Manhattan RPC
Spaces Remaining: 149
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. Effective classroom management is a precursor to successful academic instruction in the classroom. This three-part professional learning series offered by the Manhattan Regional Partnership Centers will explore evidence-based, instructionally oriented interventions, practices, and strategies for effective behavior management within multiple tiers of systemic of support. The focus will be on universal (Tier 1) procedures that can be used to establish a positive and engaging classroom environment. Participants will learn behavior management strategies that focus on prevention, explicit instruction of behavior and social emotional learning, as well as ways to effectively reinforce positive behaviors and respond to unwanted behaviors. During the first session of this series, we will provide an overview of the tiered framework and delve into best practices in arranging the physical environment, as well as defining, teaching, and acknowledging expectations and rules within the classroom setting. Session two will cover best practices in defining and teaching classroom procedures and routines, active supervision, as well as behavior specific praise. Lastly, the third session of the series will explore best practices in responding to inappropriate behavior, integrating class-wide group contingencies, and engaging students through multiple opportunities to respond. Participation in all sessions of the series is highly recommended.

Virtual

5/24/2024
9:00 AM to 1:00 PM

Phonological Awareness: Establishing the Foundations for Reading Success | Staten Island RPC
Spaces Remaining: 50
The Phonological Awareness: Establishing the Foundations for Reading Success training dives deeper into one of the key instructional areas of reading: phonological awareness. Participants will learn what phonological awareness is, what reading science can teach us about the critical phonological skills that students need to learn, and how best to teach these skills to support overall reading development. Additionally, information about how to use assessment to optimize student instruction in this area will be provided. The training will provide context for the importance of high-quality phonological awareness instruction to issues of equity, legal responsibilities around providing instruction aligned with the science of reading, and how to support students with diverse learning needs. Participants will be able to: Describe the legal and ethical importance of providing scientific research-based instruction in phonological awareness Define phonological awareness and describe why it is important to overall reading development Explain when and how to teach phonological awareness according to our current knowledge of the science of reading Identify ways in which classroom assessments can be used to improve phonological awareness instruction and student outcomes Describe ways in which students with diverse backgrounds and learning needs can be provided with individualized phonological awareness support

Virtual -Staten Island-District 31

6/4/2024
9:00 AM to 12:00 PM

Transition Assessments | Staten Island RPC
Spaces Remaining: 50
This training provides an overview of career development theory and the law and regulations requiring transition assessment. A variety of assessments related to each of the measurable postsecondary goal areas of Employment/Training, and Independent Living to assist students in developing increased self-awareness and career paths will be explored Participants will: -Identify what transition is and why it’s important -Learn basic career development theory -Identify New York state (NYS) regulations related to transition assessment -Identify assessments with ample validity and reliability evidence Participants will explore: -Assessments for education and training -Self-Awareness and Career awareness -Assessments that generalize across areas -Assessments for students would want to attend college -Assessments for students who want to immediately enter the workforce -Assessments for employment -Employment assessment apps -Assessments for independent living

Virtual -Staten Island-District 31

6/4/2024
12:30 PM to 2:30 PM

SET - Leading the IEP Process | Effective Meetings | Virtual Training | Bronx Regional Partnership Center
Spaces Remaining: 50
This module addresses the role of the District Representative of the IEP Team and prepares them to oversee the IEP meeting. Participants will be able to utilize facilitator and leadership skills to focus the meeting on the needs of the student, understand regulations that govern IEP meetings, and encourage the student and their parents to participate in a meaningful way. Intended Audience: Bronx Special Education Teachers, General Education Teachers, School Psychologists, CSE/CPSE staff, Administrators of Special Education, Principals, and staff that serve as District Representative.

Virtual

6/6/2024
9:00 AM to 12:00 PM

Explicit Vocabulary Instruction/Virtual Training
Spaces Remaining: 50
'PD on embedding explicit vocabulary instruction into primarily Tier I instruction: • Participants will be able to explain the importance of robust vocabulary instruction for students in the elementary grades. • Participants will understand how explicit instruction can be applied to vocabulary instruction. • Participants will be able to describe key features of vocabulary instruction and identify ways to incorporate vocabulary instruction into different parts of the school day.'

Virtual

6/6/2024
9:00 AM to 10:00 AM

Fundamentals of Equity
Spaces Remaining: 50
This professional learning package is designed to build a foundational understanding of equity and cultural responsiveness. Overall, the aim is to ensure that participants establish a common vocabulary while beginning to interrogate their personal, professional, and institutional capacity within these two areas.

Virtual- Microsoft Teams Webinar

6/6/2024
12:00 PM to 2:30 PM

Discipline Procedures for Students with Disabilities/ 2-day Virtual Training| BRONX Regional Partnership Center
Spaces Remaining: 50
This 2-day training, is designed for district/building level administrators (superintendents, directors of special education, directors of pupil personnel services, CSE chairpersons, principals, assistant principals, deans of students, etc.) to gain a better understanding of the process related to discipline for students with disabilities as per the Part 201 of the Commissioner's Regulations. This professional development supports the administrator’s understanding of the regulatory requirements and the administrative responsibilities, as they relate to discipline, and are aligned to state law to ensure district/school compliance. Participants will increase their knowledge of policies, regulations, and best practices related to suspension, removal, and behavioral supports related to implementing discipline for students with disabilities. Expected outcomes: District and building leadership will understand the principles and guidance put forth in IDEA 2004 and NYS Part 201 regulations regarding the discipline of students with disabilities. District and building leaders will be better able to implement practices within their districts that are aligned with regulations. ***CTLE Credit will be awarded***

Virtual

6/6/2024
1:00 PM to 3:00 PM

Utilizing the Competing Behavior Pathway to Identify Interventions- Module 3
Spaces Remaining: 198
'In the Introduction to the Behavior Pathway: The Basis for Understanding Behavior and Behavior Supports training, participants learned how to accurately observe and understand a child’s challenging behavior, what environmental factors are triggering, maintaining and/or reinforcing it, and why the child is engaging in the behavior. This professional learning series will build upon that content to enable you to complete the Competing Behavior Pathway tool which helps educators and school providers to then identify and develop Prevent-Teach-Reinforce (PTR) intervention strategies for children in need of Tier-3 intensive behavioral support interventions. We further discuss the importance of the contextual fit of these interventions because it takes a team approach to develop and implement a PTR plan and to ensure that it will be implemented with fidelity. 'Participants will learn how to select function-based behavioral strategies, how to implement the strategies to fidelity and how to progress monitor PTR behavioral strategies to determine student learning and growth.

Virtual

6/12/2024
12:00 PM to 2:00 PM

Effective IEP Meetings | Staten Island RPC
Spaces Remaining: 50
This training addresses the role of the IEP Team's district representative to ensure that the meeting is conducted consistent with Federal, State and City regulations and in a manner that promotes meaningful participation of all members. This training will address skills and strategies necessary for District Representatives to manage challenging meetings in an effort to maintain student-centered discussion of the IEP, build consensus and promote student and parental participation.

Virtual -Staten Island-District 31

6/13/2024
9:30 AM to 12:00 PM

The Language of Classroom Management: Promoting Positive Teacher-Student Interactions and Relationships | Part 3/3 | Virtual Training | Manhattan RPC
Spaces Remaining: 149
Intended Audience: General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators. Effective classroom management is a precursor to successful academic instruction in the classroom. This three-part professional learning series offered by the Manhattan Regional Partnership Centers will explore evidence-based, instructionally oriented interventions, practices, and strategies for effective behavior management within multiple tiers of systemic of support. The focus will be on universal (Tier 1) procedures that can be used to establish a positive and engaging classroom environment. Participants will learn behavior management strategies that focus on prevention, explicit instruction of behavior and social emotional learning, as well as ways to effectively reinforce positive behaviors and respond to unwanted behaviors. During the first session of this series, we will provide an overview of the tiered framework and delve into best practices in arranging the physical environment, as well as defining, teaching, and acknowledging expectations and rules within the classroom setting. Session two will cover best practices in defining and teaching classroom procedures and routines, active supervision, as well as behavior specific praise. Lastly, the third session of the series will explore best practices in responding to inappropriate behavior, integrating class-wide group contingencies, and engaging students through multiple opportunities to respond. Participation in all sessions of the series is highly recommended.

Virtual

6/14/2024
9:00 AM to 3:00 PM

Creating Welcoming and Affirming Learning Environments | Staten Island RPC
Spaces Remaining: 50
Creating Welcoming and Affirming Learning Environments is one of four high leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. When students feel like they belong at school, they have fewer absences, fewer disciplinary infractions, higher graduation rates, as well as increased engagement, self-esteem, and attitudes. Students with disabilities and students of different cultural backgrounds are less likely to feel like they have a positive relationship with their teacher and that their identities and abilities are valued and affirmed in school. By the end of this training, participants will: *Understand how a welcoming and affirming learning environment improves student outcomes * Better understand their own identities and how those identities shape their relationships and experiences * Develop strategies for creating a welcoming and affirming learning environment * Identify 2-3 next steps for ongoing professional learning

Virtual -Staten Island-District 31

6/19/2024
8:30 AM to 2:30 PM

Day 3 Using the FBA and BIP Process to Support Students Needing Intensive Intervention| In-Person Training| BRONX Regional Partnership Center
Spaces Remaining: 35
'***NOTE: This is a 3-day In-Person training, participants are expected to attend ALL sessions. *** Description Intended Audience: Implementation Teams consisting of (General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators). This series focuses on understanding the FBA, BIP and Progress Monitoring process as it relates to the NYS Part 200 regulations. The goals of this series are: to understand the Behavior Pathway and build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway). Learn how to conduct a Functional Behavior Assessment (FBA), understanding and developing the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP. How to use a Competing Behavior Pathway to Develop the Behavior Intervention Plan (BIP), identifying interventions based upon the Competing Behavior Pathway. And, finally, learn how to implement and progress monitor the Behavior Intervention Plan, developing the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan regarding changes in both the problem and replacement/desired behaviors. Day 1: • Regulations, • Teaming, • Behavior Pathway • Hypothesis Day 2: • Indirect Data Collection • Desired and Replacement Behavior • Behavior Intervention Strategies Day 3: • Progress Monitoring of Outcomes and Fidelity of Implementation • Direct Data Collection'

1 Fordham Plaza, Room 820