In this training session, we'll explore the Edmentum platform from the student experience to educator tools. We'll begin with how students navigate the platform and monitor their own progress, then shift to the educator view, focusing on tracking assignments for individual students or full classes, reviewing reports, and adjusting personalized learning settings. This session is designed to help you confidently support both students and staff and make the most of Edmentum's features.

The Therapeutic Crisis Intervention for Schools (TCIS) system is an adaptation of the Therapeutic Crisis Intervention System (TCI). TCI and TCIS embody the same concepts, but TCIS uses language and scenarios specific to the needs of a school audience. TCIS is a trauma-informed system that provides school staff with safe, effective, and trauma sensitive skills to manage the emotional and behavioral challenges they encounter in their daily interactions with students.

TCIS recognizes the many challenges teachers and school staff face such as fluctuations in class size, staff shortages, ever-changing initiatives and regulations, children who live with complex trauma, and the diverse social economic conditions among school districts.

This training will provide an introduction to Schoology as a Learning Management System (LMS), highlighting its core features from both the student and educator perspectives. We'll cover course navigation, posting and managing assignments, communicating with students, and tracking progress. The session is designed to help staff confidently use Schoology to streamline instruction, enhance communication, and support student learning within a centralized digital platform.

This training helps administrators gain a greater understanding of what the Science of Reading has determined to be the foundational skills needed to become a proficient reader.  Participants will explore current instructional practices in reading and the impact they have 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. To overcome equity barriers, school leaders need to support educators in utilizing systemic, explicit instruction to teach the skills supported by the science of reading.  This training also highlights ineffective practices and why those may not be working; this is intended to inform leadership support of teachers implementing research-based and effective reading instruction.

The purpose of the Transition in the IEP-Overview of Core Components professional development (PD) package is to gain an in-depth understanding of the transition planning process and 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.

Participants will:

Identify key components of high-quality transition-focused IEPs and understand the transition planning process.

Identify the components needed to develop and write Measurable Postsecondary Goals.

Understand the relationship between transition needs and the development of annual goals to support the student toward achieving the postsecondary goals.

Identify the components needed to develop and write measurable annual goals that support each of the Measurable Postsecondary Goals.

Identify key concepts of Coordinated Set of Transition Activities.

Ensure student participation in the development of a transition-focused IEP and parent involvement in the transition planning process.

Be able to directly apply and implement today's concepts into practice.
***Please be advised to ignore the date and time of this course. It is a self-paced course that will start from June 30th-July 30th***

Module 1: Regulatory Foundation- federal and state regulations around special education
● Module 2: Referral Process- How students are identified for special education programs and services through the
referral process
● Module 3: Evaluation- What procedures need to be followed to evaluate a student with a potential disability
● Module 4: Eligibility Process- How to determine eligibility based on the evaluation and referral process

The Therapeutic Crisis Intervention for Schools (TCIS) system is an adaptation of the Therapeutic Crisis Intervention System (TCI). TCI and TCIS embody the same concepts, but TCIS uses language and scenarios specific to the needs of a school audience. TCIS is a trauma-informed system that provides school staff with safe, effective, and trauma sensitive skills to manage the emotional and behavioral challenges they encounter in their daily interactions with students.



TCIS recognizes the many challenges teachers and school staff face such as fluctuations in class size, staff shortages, ever-changing initiatives and regulations, children who live with complex trauma, and the diverse social economic conditions among school districts.

Module 5: IEP Development-Addressing each area of the IEP and what is required for proper IEP development ● Evaluation Results ● Present Levels of Performance ● Measurable Post-Secondary Goals and Transition Needs ● Measurable Annual Goals ● Program and Testing Accommodations/Modifications ● Coordinated Set of Transition Activities ● Placement Decisions

This in-person session is our APPR Lead Evaluator Training for leaders who observe teachers.

This training is for administrators who have attended Lead Evaluator training in the past.

Module 6: IEP Implementation- How to ensure IEPs are being implemented as written across all service providers and classrooms ● Module 7: Annual Review-Components of an Annual Review meeting ● Module 8: Reevaluation- Components of a Reevaluation meeting ● Module 9: How to Run Effective Meetings

Participants will gain a foundational understanding of the Committee on Preschool Special Education (CPSE) and the roles and responsibilities of all parties.

This explicit instruction training package is intended to support participants' knowledge of explicit instruction and teachers' abilities to effectively implement explicit instruction. Explicit instruction is a high leverage practice that has proven to be effective for special education students. Research has shown higher achievement results for students with disabilities in both reading and math after receiving explicit instruction.

Participants will be able to:

- Understand the definition, supporting research, and benefits of explicit instruction.
- Define and describe the five essential components and other common elements of explicit instruction.
- Explore resources designed to support effective explicit instruction implementation.
We encourage participants to attend in teams as there will be independent planning/ co-planning time after lunch.

The Writing Revolution by Hochman & Wexler offers a framework for explicit writing instruction in grades K-12. In The Writing Revolution 2.0, the authors have updated the book with a revised sequence of sentence activities, more examples, a greater focus on transitions, more discussion of assessment, and better organized online resources.

Participants will receive a copy of The Writing Revolution 2.0.

Participants will work read chapters and complete tasks asynchronously via Padlet and will attend 1 in-person workshop to focus on implementing TWR strategies. Participants will receive 22 hours for asynchronous Padlet activities + workshop or 6 hours for attending the workshop day only.

Join us whether you've read the original TWR or just want to read the new edition!

Join us for a morning of learning and discovery as we explore the Media Library Resources available for your specific grade levels.

This training session will cover the types of resources offered, how to access them, and practical tips to enhance your teaching.

You don't need to be tech-savvy - just bring your device and come ready to learn about valuable resources designed to support you in the classroom.

This training is designed for new teachers who are delivering instruction to another school district, as well as room aides supporting teachers in distance learning classrooms. Participants will receive hands-on guidance in effectively using distance learning equipment, including cameras, microphones, monitors, and control systems. The session will cover essential operational procedures, troubleshooting common issues, and ensuring high-quality audio/visual communication.

Join us for a morning of learning and discovery as we explore the Media Library Resources available for your specific grade levels.

This training session will cover the types of resources offered, how to access them, and practical tips to enhance your teaching.

You don't need to be tech-savvy - just bring your device and come ready to learn about valuable resources designed to support you in the classroom.

This session is for teachers providing instruction virtually. The session will explore how AI tools can enhance instructional practices in online environments. Participants will discover how to use AI to boost student engagement, support Universal Design for Learning (UDL), and promote culturally responsive teaching. Whether you're just starting with AI or looking to deepen your integration, this session will provide practical strategies, tool demonstrations, and collaborative discussions to empower educators to meet diverse learner needs with confidence and creativity.

Join us for a morning of learning and discovery as we explore the Media Library Resources available for your specific grade levels.

This training session will cover the types of resources offered, how to access them, and practical tips to enhance your teaching.

You don't need to be tech-savvy - just bring your device and come ready to learn about valuable resources designed to support you in the classroom.

This training is designed to ensure that students with disabilities and their families are aware of the multiple pathways to graduate school with a diploma and exiting credentials.
1. Define Self-Determination
2. Discuss credit requirements for graduation
3. Discuss the multiple pathways to Regents diploma
4. Discuss appeal eligibility criteria
5. Discuss safety nets for students with disabilities
6. Discuss exiting credentials

Join fellow educators in a collaborative workshop designed to unpack the New York State Education Department's Numeracy Briefs. Participants will gain a clear understanding of the briefs, reflect on their impact on math instruction, and explore practical strategies to strengthen numeracy in the classroom. This session supports meaningful shifts in practice to promote deeper mathematical thinking for all students.

This in-person session is our APPR Lead Evaluator Training for leaders who are new and will be observing teachers.

This training is for administrators who have not attended Lead Evaluator training in the past.

Lunch will be provided.

Participants will receive training designed to prepare them for the role of mentor in their school districts. Topics include:

- Mentor requirements per 100.2(dd) of the NYSED Commissioner of Education Regulations
- The role of a mentor, including supervision vs. evaluation
- Tools and resources to facilitate an effective mentoring relationship, including a) an overview of adult learning theory; b) generational differences to consider; and c) effective feedback practices
- Considerations for guiding your mentee to develop relationships with students, families and colleagues

Coffee, tea, water and light snacks are provided at our workshops. Participants are on their own for lunch, and have one hour.

Asynchronous training through a shared Google Drive. Participants will be able to:


•describe the current status of reading achievement of students in the United States and New York State;


•describe the gap between what is known about effective reading instruction and the implementation of effective reading instruction;


•identify theories of reading that are supported by research; and list the skills that are essential for proficient reading and how to best teach those skills Credit will be given based on activities completed. ***Please excuse the date- this is a asynchronous training that will run from August 1st-August 29th at your own pace***

Participants will develop their understanding of the components of a quality IEP designed to
provide students with disabilities access to the general education curriculum.

This in-person session is our APPR Lead Evaluator Training for leaders who observe teachers.

This training is for administrators who have attended Lead Evaluator training in the past.

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

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 in-person session is our APPR Lead Evaluator Training for leaders who are new and will be observing teachers.

This training is for administrators who have not attended Lead Evaluator training in the past.

Lunch will be provided.

The Transition Targeted Skills Group (TSG) is a result of the OSE Educational Partnership Designations for a Focused Intervention. This provides districts with the requirements of the State Performance Plan (SPP) 13: Secondary Transition. During this TSG we will review the requirements and provide professional development encompassing the best practices to meet the requirements of Secondary Transition Planning and the Documentation of this in the Individualized Education Program (IEP) of students that are 14 and older. Participants take a deep dive in best practices, reflect on current systems and practices, are provided numerous resources to build their own transition resource binder, collaborate with additional school district participants and provide facilitated work time with scaffolding.

Note: The first Training Session is Mandatory for all participants/district team representatives. This session includes training mandated for all districts that will be part of the SPP Indicator #13 Compliance Review in the 2026-2027 school year. All CSE Chairpersons for secondary students and any administrator that is responsible for the meetings that may include Directors of Special Education Programs and/or Principals or Superintendents.

Coaching sessions will be scheduled with the district for additional support and scaffolding. Registrations for each session will be created once the date and time has been scheduled. It is a requirement that a coaching session of at least 1 hour will be provided by a Regional Partnership Center (RPC) member and at least one district team member.


26 (minimally) Each Training Day 5.5 hours Coaching Days are district dependent 1 - 6 hours

The Graduation Targeted Skills Group (TSG) is a result of the OSE Educational Partnership Designations for a Focused Intervention. Districts will develop systems using evidence-based practices and best practices to enhance the successful completion of school for students with disabilities during the training sessions. Training will include information about Work-Based Learning (WBL), Student Centered Planning, Self-Determination, Career Development and Occupational Studies (CDOS) across the lifespan, Early Warning Systems, Transition Planning and Multiple Pathways to Graduation.

Coaching sessions will be held every other month where the district representative/teams will meet with the Regional Partnership Center (RPC) specialist and/or the Family Engagement Facilitator from the Family and Community Engagement Center (FACE) for a scaffolded approach to gathering and reviewing district specific data, determining root causes and creating a system to address those root causes including preventative procedures. It is an expectation of the Office of Special Education that this occurs for a minimum of 1 hour with at least one district team member. Registration for each session will be created once the date and time has been mutually agreed upon.


The districts are asked to create a team of representatives that must include an administrative representative that has the authority to make decisions and CSE chairpersons/ director, as well as general and special education teachers, school counselor(s), and transition coordinator(s,).

16 (minimally) Each Training Day 3 hours Coaching Days are district dependent 1 - 6 hours

Participants will develop their understanding of the components of a quality IEP designed to
provide students with disabilities access to the general education curriculum.

Introductory PD on instructional matching:
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

Participants will receive training designed to prepare them for the role of mentor in their school districts. Topics include:

- Mentor requirements per 100.2(dd) of the NYSED Commissioner of Education Regulations
- The role of a mentor, including supervision vs. evaluation
- Tools and resources to facilitate an effective mentoring relationship, including a) an overview of adult learning theory; b) generational differences to consider; and c) effective feedback practices
- Considerations for guiding your mentee to develop relationships with students, families and colleagues

Coffee, tea, water and light snacks are provided at our workshops. Participants are on their own for lunch, and have one hour.

The Next Steps with Specially Designed Instruction professional development training package is the second in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This advanced level training is intended to further develop participants' knowledge of specially designed instruction and how SDI should be designed and developed based on individual student need to address their learning barriers.  Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on individual student needs and characteristics. 

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.

Fundamentals of WBL will provide Educational Organizations (EOs) with the foundational knowledge of what high-quality WBL looks like in New York State (NYS) including but not limited to: exploring registered programs and unregistered experiences available to students with disabilities, reviewing the career development process and the NYS framework for WBL, infusing WBL into individual education programs (IEPs), and determining who the essential partners are in order to ensure students are receiving an individualized and collaborative experience.

Implementing Unregistered WBL (WBL) Experiences provides Educational Organizations (EOs) with the foundational knowledge of what high-quality WBL unregistered WBL experiences look like in New York State (NYS) including but not limited to reviewing in-depth unregistered experiences, discussing the alignment of WBL and the Career Development and Occupational Studies (CDOS) Commencement Credential, identifying high-quality instructional practices that support the implementation of WBL, and determining specific areas that may increase the success rate of the WBL program. It is suggested as a follow-up/next step in the WBL series after completing Fundamentals of Work-Based Learning.

Overview of what progress monitoring for academics is and how to implement this practice with individual students.
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.
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.
Opportunity for independent work with support from the presenters.
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

Participants will develop their understanding of the components of a quality IEP designed to
provide students with disabilities access to the general education curriculum.

Fundamentals of WBL will provide Educational Organizations (EOs) with the foundational knowledge of what high-quality WBL looks like in New York State (NYS) including but not limited to: exploring registered programs and unregistered experiences available to students with disabilities, reviewing the career development process and the NYS framework for WBL, infusing WBL into individual education programs (IEPs), and determining who the essential partners are in order to ensure students are receiving an individualized and collaborative experience.

Implementing Unregistered WBL (WBL) Experiences provides Educational Organizations (EOs) with the foundational knowledge of what high-quality WBL unregistered WBL experiences look like in New York State (NYS) including but not limited to reviewing in-depth unregistered experiences, discussing the alignment of WBL and the Career Development and Occupational Studies (CDOS) Commencement Credential, identifying high-quality instructional practices that support the implementation of WBL, and determining specific areas that may increase the success rate of the WBL program. It is suggested as a follow-up/next step in the WBL series after completing Fundamentals of Work-Based Learning.

Participants will develop their understanding of the components of a quality IEP designed to
provide students with disabilities access to the general education curriculum.

The purpose of this training is to help participants understand how to use consultant teacher services to support the participation of students with disabilities in the general education classroom and curriculum. Participants will examine the purpose and goals of including consultant teacher services in a student's Individualized Education Program (IEP). The training will define consultant teacher services according to New York State regulations as well as offer insight into what effective consultant teacher services look like in the classroom. Participants will learn how to determine if consultant teacher services are appropriate for meeting a student with a disability's unique educational needs, what information about consultant teacher services should be included in an IEP, and the roles and responsibilities of educators in providing these services. We will also explore how teachers can engage in effective collaboration and co-planning to ensure the effective delivery of high-quality consultant teacher services.


***Please ignore the time and date. This is a self-Paced course from Dec. 1st-Dec. 31st. ***

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. 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.


***Please ignore the date and time. This is a self-paced course from Dec. 1st-31st.***

Specially Designed Instruction: A Guide for Families and Caregivers training package is the fourth in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This foundational level training is intended to develop participants' basic understanding of SDI in order to increase knowledge of parents and other family members as engaged meaningful partners in the special education process and the education of their child.

Participants will:
- know the purpose of test
accommodations.
- define test accommodations.
- understand their role in supporting a
student with their test accommodations.
- recognize that instructional
accommodations used in the classroom
should be aligned with the testing
accommodations provided during
assessment.

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.

The goals of this training are to ensure participants will recognize and identify:
1. Analyze the importance of students' self-determination skills in making the SES a meaningful and relevant document
2. Learn the federal and state requirements for the SES
3. Recognize and identify the required components of the SES
Identify a process for the development and issuance of the SES that that is student-centered

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.

The goals of this training are to ensure participants will recognize and identify:
1. Analyze the importance of students' self-determination skills in making the SES a meaningful and relevant document
2. Learn the federal and state requirements for the SES
3. Recognize and identify the required components of the SES
Identify a process for the development and issuance of the SES that that is student-centered

Participants will develop their understanding of the components of a quality IEP designed to
provide students with disabilities access to the general education curriculum.

The purpose of Using Web-Based Tools to Enhance WBL Experiences is to define high-quality WBL and its benefits for students with disabilities, identify advantages and potential obstacles to utilizing web-based tools in WBL experiences, explore technology supported delivery formats to improve WBL outcomes, discover new resources to assist in developing and enhancing WBL
experiences, and apply strategies to ensure that technology-infused WBL experiences are
successfully integrated into student learning experiences.

This training serves as a tool to help Educational Organizations (EOs) understand and utilize resources that may assist in utilizing web-based tools to enhance WBL activities. It is not intended to be an exhaustive resource, but rather a tool to develop high-quality WBL opportunities for students to enhance in-person WBL experiences.

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.


***Please ignore the date and time. This is a self-paced course from Feb.1st-Feb. 28th***

Goals of the Training:
The goals of this training are to ensure that participants will:
1. Identify foundational New York State (NYS) Part 100 Regulations and field memos related to career exploration and development in the classroom
2. Identify effective instructional design practices to teach academic and transition skills simultaneously
3. Apply the CDOS learning standards into all academic instruction across all grade levels
4. Recognize how the CDOS learning standards support all of the Multiple Pathways to Graduation and Exiting Credentials

Goals of the Training:
The goals of this training are to ensure that participants will:
1. Identify foundational New York State (NYS) Part 100 Regulations and field memos related to career exploration and development in the classroom
2. Identify effective instructional design practices to teach academic and transition skills simultaneously
3. Apply the CDOS learning standards into all academic instruction across all grade levels
4. Recognize how the CDOS learning standards support all of the Multiple Pathways to Graduation and Exiting Credentials

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.

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 their understanding of the components of a quality IEP designed to
provide students with disabilities access to the general education curriculum.

In this workshop we will focus on the three key components of an effective co-teaching partnership which are co-respect, co-responsibility and co-planning. Building and maintaining a strong partnership is essential for optimizing the benefits of co-teaching for student learning. The blended expertise of the team provides teachers with a unique opportunity to reach many more students academically, emotionally and behaviorally. It is critical to understand the importance of both building a strong partnership as well as maintaining the strong partnership through ongoing reflective practices

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.

Participants will develop their understanding of the components of a quality IEP designed to
provide students with disabilities access to the general education curriculum.

This training is designed to ensure that students with disabilities and their families are aware of the multiple pathways to graduate school with a diploma and exiting credentials.
1. Define Self-Determination
2. Discuss credit requirements for graduation
3. Discuss the multiple pathways to Regents diploma
4. Discuss appeal eligibility criteria
5. Discuss safety nets for students with disabilities
6. Discuss exiting credentials

This training is designed to ensure that students with disabilities and their families are aware of the multiple pathways to graduate school with a diploma and exiting credentials.
1. Define Self-Determination
2. Discuss credit requirements for graduation
3. Discuss the multiple pathways to Regents diploma
4. Discuss appeal eligibility criteria
5. Discuss safety nets for students with disabilities
6. Discuss exiting credentials

Participants will develop their understanding of the components of a quality IEP designed to
provide students with disabilities access to the general education curriculum.

The Specially Designed Instruction for Administrators professional development training package is the fifth in a suite of training on the development and use of specially designed instruction (SDI) for students with disabilities. This training is intended to further develop administrator's knowledge of SDI and how SDI should be designed and developed based on individual student need to address their learning barriers. Administrators will be able to define SDI, recognize how to differentiate SDI from general education, identify what SDI looks like in the classroom setting, and gain necessary skills for supervision of implementation of SDI. This package is primarily designed to be delivered as a 2-3 hour in-person training; however, the training is structured to allow for online delivery based upon EO scheduling requirements.


***Please ignore the date and time of this course. This is a self-paced course that will start June 1st-June 30th***