● 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 10: How to Run Effective Meetings

Participants will demonstrate their understanding of the components of a quality IEP designed to provide students with
disabilities access to the general education curriculum by creating their IEPs during this workshop. This workshop is
available to anyone who attended the prerequisite "Creating the IEP".

A four part series on understanding the Functional Behavior Assessment, Behavior Intervention Plan, and Progress Monitoring process as it relates to the NYS Part 200 regulations.
Part 1: Understanding the Behavior Pathway by building fluency with the theoretical foundations on which FBAs and BIPs are based (i.e. the behavior pathway)
Part 2: Conducting the Functional Behavior Assessment by understanding and developing the skills necessary to complete the FBA; and learning the components of the Competing Behavior Pathway (CBP) from which to develop the BIP.
Part 3: Using the Competing Behavior Pathway to Develop the Behavior Intervention Plan by identifying intervention(s) to use based upon the Competing Behavior Pathway and discovering the function of the behavior.
Part 4: Implementation and Progress Monitoring of the Behavior Intervention Plan by developing skills to
ensure the BIP is implemented with fidelity
progress monitor a student's response to the plan with regard to changes in both the problem and replacement/desired behaviors.

Participants will build fluency with the science of behavior that provides the theoretical foundation on which FBAs and BIPs are based. They will acquire the skills necessary to complete the FBA process and develop the skills necessary to create, implement and progress monitor the BIP and will ensure these skills align with the New York State Education Department P-12: Office of Special Education regulations. This training is presented as using a team approach therefore districts should plan to send a team (of at least 2 people).

Targeted Skills Groups will adopt a team structure that focuses on data-based individualization to make decisions, while using a tool/checklist to ensure fidelity of implementation, in order to improve the outcomes for all students.

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 4. 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

4. Identify a process for the development and issuance of the SES that that is student-centered

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

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

4. Identify a process for the development and issuance of the SES that that is student-centered

The objectives of this group are to:
Develop district-wide supports for students with disabilities to learn in general education environments.
Review and revise policies, procedures and practices that result in LRE identification.
Identify and address factors contributing to LRE identification and develop staff training for equitable understanding.
Increase the amount of time students with disabilities spend within the general education environment.

Participants will be able to:
1.Describe the legal and ethical importance of providing research-based instruction in phonics and word recognition.
2.Define phonics and word recognition and describe why they are important to overall reading development.
3.Explain when and how to teach phonics and word recognition according to our current knowledge of the science of reading.
4.Identify ways in which classroom assessments can be used to improve phonics and word recognition instruction and student outcomes.
5.Describe ways in which students with diverse backgrounds and learning needs can be provided with individualized phonics and word recognition support.

The purpose of Implementing Unregistered WBL (WBL) Experiences is to provide 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.