Frontline Education

1. Edmentum in Action: Supporting Every Learner

Program: Distance Learning

Audience: Anyone interacting with the Edmentum platform

Dates: 7/10/2025 to 8/7/2025

Starting Soon

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.

2. Consultant Teacher Services: Supporting Classroom and Curriculum Participation

Program: Regional Partnership Center

Audience: Special education teachers; general education teachers; administrators

Dates: 7/15/2025

Starting Soon

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.
We encourage participants to attend in teams as there will be independent planning/ co-planning time after lunch.

3. REFRESHER Lead Evaluator Training for Leaders who observe teachers

Program: Instructional Support/School Improvement

Audience: Principals, Administratively certified educators

Dates: 7/16/2025

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.

4. Zoom training for educators

Program: Distance Learning

Dates: 7/16/2025 to 8/6/2025

A comprehensive training session covering zoom. This training will go over the following features:
1. Security Features: learn to protect your meetings with passwords, waiting rooms, locks, participant removal, muting participants, and screen sharing controls
2. Whiteboard and Annotations: How to use Zoom's whiteboard and annotation tools for enhanced collaboration
3. Scheduling and Invitations: Using the zoom client or website to schedule meetings and create invites
4. Meeting Controls: Understand how to customize meetings with various controls for optimal management.
5 Changing Views: Learn to switch between speaker and gallery views, and adjust shared screen views.

5. Dignity for All Students Act (DASA) Mandated 6 Hour Certification Workshop (HYBRID)

Program: DASA

Audience: Principals, Superintendents, Teachers, Paraprofessionals (Support Staff)

Dates: 7/21/2025 to 8/18/2025

The Dignity for All Students Act (DASA) requires that candidates applying for certification, including educators with initial certification applying for professional certification, complete at least 6 hours of coursework/training on harassment, bullying, cyber bullying, and discrimination in schools [Article 2 Sections 10-18 of the Education Law]. This training also addresses microaggressions and social patterns of harassment, bullying, and discrimination.

We are approved to offer the DASA workshop as a 2-part course:

Part #1 Asynchronous training (Monday July 21 to Monday August 11): Participants work at their own pace during this window, to complete all tasks and assignments by the end date. This consists of a series of modules using recorded lectures, videos, readings, and activities, which takes at least 3 hours to complete. Participants need a computer/device with internet access to watch videos, view and complete documents in PDF format, complete Google Forms, and engage in online activities. You MUST complete Part #1 before you can attend the in-person session.

Part #2: In-Person Training (Monday August 18, 8:30 am to 11:30 pm) Participants attend an in-person workshop with the trainer. Make sure you are on time, as we do not allow late entry.

Registration ends on Friday, July 11. Payment must be received no later than Friday, July 18. Please mail your CHECK or MONEY ORDER ONLY to: ONC BOCES, Attn: Audra DeSilva, 7352 State Hwy 23, Suite 3, Oneonta, NY 13820. (Payable to: ONC BOCES)

There is a $25 fee for employees of: Andes CSD, Charlotte Valley CSD, Cooperstown CSD, Laurens CSD, Schenevus CSD, South Kortright CSD, Stamford CSD, Worcester CSD

There is a $100 fee for all others.

Upon completion of both parts of the course, ONC BOCES will report your completion electronically. If you fail to complete you would need to pay and retake the course at the next offering.

6. TCIS Therapeutic Crisis Intervention for Schools One-Day Refresher Training

Program: TCI

Audience: Teachers and Staff who support Students in Crisis Situations in need of refresher to maintain TCIS certification

Dates: 7/21/2025

Closed

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.

7. Schoology Essentials: From Student View to Staff Success

Program: Distance Learning

Audience: Anyone interacting with Schoology

Dates: 7/24/2025 to 8/21/2025

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.

8. Science of Reading for Administrators: The First Steps
(Asynchronous training from July 1st-July 29th)

Program: Regional Partnership Center

Audience: Administrators

Dates: 7/29/2025

Self Paced Course

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.

9. Transition in the IEP Overview

(Asynchronous self-paced online course)

Program: Regional Partnership Center

Audience: Special education administrators, special and general education teachers, Committee on Special Education (CSE) chairpersons, transition coordinators, school counselors, school psychologists, related service providers, families and anyone else involved with the development of the student's IEP.

Dates: 7/30/2025

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***

10. CPSE/CSE Chairperson Training Day 1-
Regulatory Foundation, Referral Process, Evaluation,
Eligibility Process

Program: Regional Partnership Center

Audience: CPSE and/or CSE Chairpersons, Special Education Directors, Pupil Personnel Directors, Building Administrators,
School Psychologists, Special Education teachers

Dates: 8/4/2025

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

11. TCIS Therapeutic Crisis Intervention for Schools Initial Training

Program: TCI

Audience: Teachers and Staff who support Students in Crisis Situations in need of De-escalation training

Dates: 8/5/2025 to 8/8/2025

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.

12. CPSE/CSE Chairperson Training Day 2-
IEP Development

Program: Regional Partnership Center

Audience: CPSE and/or CSE Chairpersons, Special Education Directors, Pupil Personnel Directors, Building Administrators,
School Psychologists, Special Education teachers

Dates: 8/5/2025

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

13. REFRESHER Lead Evaluator Training for Leaders who observe teachers

Program: Instructional Support/School Improvement

Audience: Principals, Administratively certified educators

Dates: 8/5/2025

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.

14. CPSE/CSE Chairperson Training Day 3 -
IEP Implementation, Annual Review, Reevaluation, How to Run Effective Meetings

Program: Regional Partnership Center

Audience: CPSE and/or CSE Chairpersons, Special Education Directors, Pupil Personnel Directors, Building Administrators,
School Psychologists, Special Education teachers

Dates: 8/7/2025

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

15. CPSE/CSE Chairperson Training Day 4 -
Preschool Special Education Process

Program: Regional Partnership Center

Audience: CPSE and/or CSE Chairpersons, Special Education Directors, Pupil Personnel Directors, Building Administrators,
School Psychologists, Special Education teachers

Dates: 8/8/2025

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

16. Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning

Program: Regional Partnership Center

Audience: Special education teachers; general education teachers; administrators

Dates: 8/12/2025

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.

17. The Writing Revolution 2.0 Book Study

Program: Instructional Support/School Improvement

Audience: Teachers

Dates: 8/14/2025

Wait List

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!

18. Using Media Library Resources for Elementary, K-5

Program: School Library System

Audience: Librarians and Teachers in ONC BOCES region

Dates: 8/19/2025

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.

19. Distance Learning Room Training for New Teachers and Support Staff

Program: Distance Learning

Audience: Distance Learning Instructors and Room Aides

Dates: 8/20/2025

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.

20. Using Media Library Resources for Middle School, 6-8

Program: School Library System

Audience: Librarians and Teachers in ONC BOCES region

Dates: 8/20/2025

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.

21. Amplifying Virtual Teaching with AI: Tools for Engagement, Equity, and Impact

Program: Distance Learning

Audience: Teachers providing virtual instruction

Dates: 8/20/2025

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.

22. Using Media Library Resources for High School, 9-12

Program: School Library System

Audience: Librarians and Teachers in ONC BOCES region

Dates: 8/21/2025

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.

23. Diploma and Credential Options for Students with Disabilities

Program: Regional Partnership Center

Audience: General and Special Education Administrators, Special Education Teachers, School Counselors, School Psychologists and other Related Service Providers.

Dates: 8/21/2025

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

24. Enhancing Numeracy: Exploring the NYSED Numeracy Briefs

Program: Instructional Support/School Improvement

Audience: Teachers

Dates: 8/22/2025

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.

25. NEW Lead Evaluator Training for Principals and Building Leaders

Program: Instructional Support/School Improvement

Audience: Principals, Administratively certified educators

Dates: 8/25/2025

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.

26. Mentor Training

Program: Instructional Support/School Improvement

Audience: Teachers

Dates: 8/26/2025

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.

27. Foundations of Effective Reading Instruction: Understanding the Science of Reading (Asynchronous Training August 1st-August 29th)

Program: Regional Partnership Center

Audience: Literacy Specialists; Special Education Teachers; General Education Teachers; School Psychologists; Principals

Dates: 8/29/2025

Self Paced Course

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***

28. REFRESHER Lead Evaluator Training for Leaders who observe teachers

Program: Instructional Support/School Improvement

Audience: Principals, Administratively certified educators

Dates: 9/17/2025

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.

29. Universal Screening: Best Practices in Screening for Academic Deficits

Program: Regional Partnership Center

Audience: Administrators, Literacy Specialists, School Psychologists, General Education Teachers, Special Education Teachers, any others interested in implementing universal screening

Dates: 9/18/2025

New

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

30. Overview of Specially Designed Instruction

Program: Regional Partnership Center

Audience: Special education teachers; general education teachers; administrators

Dates: 9/25/2025

New

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.

31. NEW Lead Evaluator Training for Principals and Building Leaders

Program: Instructional Support/School Improvement

Audience: Principals, Administratively certified educators

Dates: 9/26/2025

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.

32. Understanding Intervention: Overview of Tiered Intervention in Schools

Program: Regional Partnership Center

Audience: Literacy Specialists; Special Education Teachers; General Education Teachers; School Psychologists; Principals

Dates: 10/16/2025

New

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

33. Mentor Training

Program: Instructional Support/School Improvement

Audience: Teachers

Dates: 10/17/2025

New

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.

34. Next Steps in Specially Designed Instruction

Program: Regional Partnership Center

Audience: Special education teachers; general education teachers; administrators

Dates: 10/23/2025

New

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. 

35. Developing Measurable Annual Goals

Program: Regional Partnership Center

Audience: Special education teachers; general education teachers; administrators

Dates: 11/6/2025

New

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.

36. Fundamentals of Work-Based Learning (WBL)

Program: Regional Partnership Center

Audience: Special and general education teachers, special and general education administrators, WBL coordinators, paraprofessionals, related services professionals, school counselors, transition coordinators, agency/community service providers or case managers, and job coaches.

Dates: 11/12/2025

New

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.

37. Implementing Unregistered Work-Based Learning (WBL) Experiences

Program: Regional Partnership Center

Audience: Special and general education teachers, special and general education administrators, WBL coordinators, paraprofessionals, related services professionals, school counselors, transition coordinators, agency/community service providers or case managers, and job coaches.

Dates: 11/12/2025

New

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.

38. Best Practices in Academic Progress Monitoring Introduction

Program: Regional Partnership Center

Audience: General Education Teachers, Special Education Teachers, Administrators, Literacy Specialists, School Psychologists, any others interested in acquiring introductory knowledge to progress monitoring individual students. The training is most applicable to those who will be engaging directly in the progress monitoring process with students.

Dates: 11/18/2025

New

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

39. Fundamentals of Work-Based Learning (WBL)

Program: Regional Partnership Center

Audience: Special and general education teachers, special and general education administrators, WBL coordinators, paraprofessionals, related services professionals, school counselors, transition coordinators, agency/community service providers or case managers, and job coaches.

Dates: 12/2/2025

New

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.

40. Implementing Unregistered Work-Based Learning (WBL) Experiences

Program: Regional Partnership Center

Audience: Special and general education teachers, special and general education administrators, WBL coordinators, paraprofessionals, related services professionals, school counselors, transition coordinators, agency/community service providers or case managers, and job coaches.

Dates: 12/2/2025

New

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.

41. Consultant Teacher Services: Supporting Classroom and Curriculum Participation
(Asynchronous Training from Dec. 1st-Dec 31st)

Program: Regional Partnership Center

Audience: Special education teachers; general education teachers; administrators

Dates: 12/31/2025

Self Paced

New

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. ***

42. Phonological Awareness: Establishing Foundations for Reading Success (Asynchronous training from Dec. 1st-Dec 31st)

Program: Regional Partnership Center

Audience: Literacy/Reading instructors; Special Education Teachers; General Education Teachers; Administrators

Dates: 12/31/2025

Self Pace

New

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.***

43. Specially Designed Instruction for Families

Program: Regional Partnership Center

Audience: Special education teachers; general education teachers; administrators

Dates: 1/13/2026

New

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.

44. Developing an Effective Student Exit Summary

Program: Regional Partnership Center

Audience: General and special education teachers and administrators, school counselors, transition coordinators, agency staff, as well as students and families

Dates: 1/29/2026

New

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

45. Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning
(Asynchronus Training from Feb. 1st-Feb. 28th)

Program: Regional Partnership Center

Audience: Special education teachers; general education teachers; administrators

Dates: 2/28/2026

Self Paced

New

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***

46. Co-Teaching, Module 1, Six models of Co-Teaching

Program: Regional Partnership Center

Audience: Special education teachers; general education teachers; administrators

Dates: 3/11/2026

New

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.

47. Building Your Co-Teaching Team

Program: Regional Partnership Center

Audience: Special education teachers; general education teachers; administrators

Dates: 4/23/2026

New

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

48. Co-Teaching, Module 3: Planning for Instruction

Program: Regional Partnership Center

Audience: Special education teachers; general education teachers; administrators

Dates: 5/7/2026

New

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.

49. Specially Designed Instruction for Administrators (Asynchronous from June 1st- June 30th)

Program: Regional Partnership Center

Audience: Administrators

Dates: 6/30/2026

Self Pace

New

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***

Professional Development

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Catalog: ONC BOCES Instructional Support Services

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