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Search Results (1 - 14 of 14)

1. Developing Measurable Annual Goals

Program: Capital District Regional Partnership Center

Audience: CPSE/CSE chairpersons, special education administrators, building principals

Dates: 1/13/2026

Closed

The purpose of this training is to help participants gain skills to develop measurable goals in the Individual Education Program (IEP). Participants will learn the regulations related to goal writing, how to develop observable language for the goal and how to determine the specific components that measure progress in the goal. The training will also focus on the importance of well written, data-based present levels of performance as the foundation of the goals.

2. Testing Accommodations for Students with Disabilities

Program: Capital District Regional Partnership Center

Audience: CPSE/CSE chairpersons, special education administrators, building principals

Dates: 1/16/2026

The goal of this training is to ensure that participants develop a comprehensive understanding of testing accommodations, including their purpose and definition. Participants will gain clarity on their specific roles in supporting students who require these accommodations and will learn the importance of aligning classroom instructional accommodations with those provided during assessments. Additionally, the training emphasizes the importance of providing students with access to the general education curriculum and ensuring their participation in courses designed to prepare them to successfully complete required examinations.

3. Universal Screening: Best Practices for Screening Academic Deficits

Program: Capital District Regional Partnership Center

Dates: 1/27/2026

The purpose of this training is to provide participants with an overview of universal screening and how to adopt this practice in their schools. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS and RTI) as well as students receiving special education services. This training covers the essential knowledge and skills necessary to understand the importance and core features of universal academic screening as well as modeling and practice with feedback on implementing universal screening.

4. Integrating Trauma Sensitivity within a PBIS Framework

Program: Capital District Regional Partnership Center

Dates: 1/28/2026 to 2/4/2026

This training describes potential systemic sources of stress and/or trauma for our students, as well as the biological, cognitive, emotional and behavioral effects of trauma on students' academic and behavioral functioning in the classroom. This training also explains how to use data, systems, and practices within MTSS to provide evidence-based supports, and allows participants to explore how their school-wide practices reflect a trauma-sensitive approach to student behavior.

5. Understanding, Assessing, and Improving Educational Organization (EO) Capacity for Family Engagement

Program: Capital District Regional Partnership Center

Audience: Families, CPSE/CSE chairpersons, special education administrators, building principals, administration, teachers, staff

Dates: 1/30/2026

New

Research shows that schools that successfully engage families find that their students earn higher grades, score higher on tests, develop better social skills, and are more likely to graduate. This training contains research and best practices on family engagement, including building meaningful, trusting, and culturally responsive relationships with families. It also outlines the National Association for Family, School and Community Engagement (NAFSCE) Family Engagement Core Competencies.

6. Discipline Procedures for Students with Disabilities

Program: Capital District Regional Partnership Center

Audience: CPSE/CSE chairpersons, special education administrators, building principals

Dates: 2/3/2026

This full-day training package is designed for district/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 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 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.

7. Understanding Intervention: Overview of Tiered Intervention in Schools

Program: Capital District Regional Partnership Center

Dates: 2/3/2026 to 2/10/2026

Understanding Intervention: Overview of Tiered Intervention in Schools is designed to support schools in (a) identifying how academic interventions are used in schools, (b) understanding the elements of high-quality intervention, and (c) matching interventions to student need. After ensuring a school's tier 1 environment is sound, as this is where most students with disabilities receive their education, staff and teachers should be taught the "ingredients" of high-quality intervention and practice matching intervention to demonstrated student need.

8. State Performance Plan (SPP) Indicator 13: Secondary Transition

Program: Capital District Regional Partnership Center

Dates: 2/4/2026

Special Education Quality Assurance (SEQA) conducts the State Performance Plan (SPP) 13: Secondary Transition compliance review in the Fall of the school year a district is scheduled for monitoring of SPP Indicator 13 (in accordance with the six-year monitoring cycle). The purpose of this training is to review key concepts of the compliance review to ensure districts are developing individualized education programs (IEPs) for students aged 15 and over that meet SPP Indicator 13 compliance requirements. Districts are required to complete this Secondary Transition training in the school year prior to undergoing the compliance review.

9. CPSE/CSE Chairperson's Training

Program: Capital District Regional Partnership Center

Audience: CPSE/CSE chairpersons, special education administrators, building principals

Dates: 2/24/2026 to 3/10/2026

New

The goals of this training are to provide CPSE/CSE Chairpersons with information to enhance their knowledge and skills to: understand the special education process as delineated in New York State (NYS) Education Law and Regulations; perform specific responsibilities as Chairperson of the Committee; develop practices that encourage parental involvement and cultivate home-school partnerships; and identify strategies for the Committee to make high-quality decisions that will result in an individualized education program (IEP) that meets State requirements and will result in educational benefit to the student.

10. Distinguishing Language Acquisition from Learning Disabilities

Program: Capital District Regional Partnership Center

Dates: 3/4/2026

Participants will learn the parallels and differences between the second language acquisition process and indicators of learning disabilities. This module also examines disproportionality, how to separate difference from disability, and the identification processes for English language learners (ELLs) and students with disabilities.

11. The Career Development and Occupational Studies (CDOS) Learning Standards Across the Lifespan: Connecting Knowledge to Skills

Program: Capital District Regional Partnership Center

Audience: CPSE/CSE chairpersons, special education administrators, building principals

Dates: 3/4/2026

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. Part 100.1(l) of the Regulations of the Commissioner of Education defines Career and Technical Education (CTE) as a kindergarten through adult program area of study that includes rigorous academic content closely aligned with career and technical subject matter, using the State learning standards for career development and occupational studies as a framework. The purpose of this training is to provide resources and strategies that practitioners and families can use to achieve these goals.

12. Phonics & Word Recognition: Establishing the Foundations for Reading Success

Program: Capital District Regional Partnership Center

Dates: 3/18/2026

In this regional learning, participants will dive deeper into into one of the key instructional areas of reading: phonics and word recognition. Participants will learn what phonics is, what reading science can teach us about the critical phonics and word recognition 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 phonics 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.

13. Developing an Effective Student Exit Summary

Program: Capital District Regional Partnership Center

Audience: CPSE/CSE chairpersons, special education administrators, building principals

Dates: 4/21/2026

This training will help participants with the development and provision of an effective Student Exit Summary for students. It covers both the exit summary for students earning a diploma and for those receiving a Skills and Achievement Commencement Credential.

14. Foundations of Job Coaching for Work-Based Learning (WBL) Experiences

Program: Capital District Regional Partnership Center

Audience: CPSE/CSE chairpersons, special education administrators, building principals

Dates: 5/19/2026

The purpose of Foundations of Job Coaching for WBL Experiences is to: describe the role and expectations of a job coach, recognize the importance of effective communication and problem-solving for successful WBL experiences aligned with the students' Individualized Education Programs (IEPs), create or utilize job and task analyses and training methods to support skill acquisition, review strategies to encourage successful inclusion into the workplace and identify and utilize methods for observing, collecting, and sharing student data.

Viewing 14 of 14 total results