The purpose of this training is to help participants gain a greater understanding of the Science of Reading; specifically, what phonological awareness is and how crucial this skillset is to the foundation of reading success. In this 2-part series, participants will explore when, and how to teach the skills students need to master phonological awareness. These sessions will also provide information on using assessments to inform, support, and strengthen phonological instruction for all students. To overcome equity barriers in literacy, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading.

The purpose of the Transition in the IEP 1/4 Transition in the Present Levels of Performance is to gain an in-depth understanding of the development of transition in the Present Levels of Performance and their connection to the components within a transition-focused IEP. Attendees will deepen their understanding of best practices and evidence-based strategies related to quality transition services and planning.

The purpose of this training is to provide participants with an overview of universal screening. The content for this training applies 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 session will equip participants with the essential knowledge and skills for universal academic screening. They will learn to understand its importance, interpret and apply information from screening measures, and identify core features. The training will cover characteristics of high-quality universal screening tools, guidance on selecting a measurement tool, and steps for establishing or revising implementation plans.

Participants will learn each of the components of the Behavior Pathway in order to guide thinking that leads to the understanding of the function of behavior to promote desired behavior.

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, Committee on Special Education (CSE) participation and IEP implementation. Networking and brainstorming with colleagues from other Educational Organizations (EO)s and national resources are provided.

The purpose of this Transition in the IEP professional development package is to gain an in-depth understanding of developing both Measurable Postsecondary Goals and the Coordinated Set of Transition Activities, and how they connect to the transition planning process and other components within a transition-focused IEP. Attendees will deepen their understanding of best practices and evidence-based strategies related to quality transition services and planning.

This two-part regional learning series is designed to deepen participants' understanding of the Science of Reading, with a focused exploration of phonics and word recognition-essential building blocks for reading success. Participants will learn what phonics is, why it is foundational to skilled reading, and what the research tells us about the most effective ways to teach these skills. Throughout the series, participants will examine which phonics and word recognition skills to teach and when, how to deliver high-quality, explicit instruction, and how to use assessment data to inform and strengthen instruction. The training will also provide important context on how phonics instruction connects to educational equity, legal responsibilities, and supporting students with diverse learning needs. By the end of the series, participants will be equipped with strategies to implement systemic, evidence-based instruction aligned with the Science of Reading.

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. 

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.

This explicit instruction training package is designed to enhance participants' understanding of explicit instruction and support teachers in effectively implementing it. Explicit instruction is a high-leverage practice that has been proven effective for special education students. Research has shown that students with disabilities achieve higher results in both reading and math after receiving explicit instruction.

This training provides foundational information related to what quality transition assessment is and why it is important, as well as transition assessments that can inform each of the measurable postsecondary goal areas of education/training, employment, and independent living.

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. 

The purpose of the Transition in the IEP 1/4 Case Study Application professional development (PD) package is to gain an in-depth understanding of the transition planning process and the components within a transition-focused IEP utilizing two case studies to apply key concepts. Attendees will deepen their understanding of best practices and evidence-based strategies related to quality transition services and planning.

This PD will focus on fostering vocabulary development in the classroom using explicit instruction. Participants will\be able to explain the importance of robust vocabulary instruction for students in the elementary grades, understand how explicit instruction can be applied to vocabulary instruction, describe key features of vocabulary instruction, and identify ways to incorporate vocabulary instruction into different parts of the school day.

During this two-day training, participants will develop their understanding of the components of a quality IEP designed to provide students with disabilities access to the general education curriculum.

Fostering high expectations and rigorous instruction is a key principle in the Culturally Responsive-Sustaining Education (CRSE) Framework. Participants in this regional learning will understand how high expectations impact student achievement and behavior, engage in reflections on their own backgrounds, and learn strategies to promote and create inclusive and challenging environments, foster critical reasoning, encourage a growth mindset, and cultivate positive self-images in students. Research shows expectations influence outcomes, with stereotypes potentially harming performance.

In this training, participants will gain a deeper understanding 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.

Dive deeper into one of the key instructional areas of reading: fluency. Participants will learn what reading fluency is, what reading science can teach us about the critical elements of reading fluency, how it develops over time, and how best to teach this skill 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 fluency 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.

This package provides an overview of the various adult service agencies available in New York State (NYS) and the different types of services they provide.

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. 

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.