Catalog: ONC BOCES Instructional Support Services

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1. Function Based Thinking
(One Hour Lunch on your Own)

Program: Regional Partnership Center

Audience: Administrators, CSE chairpersons, P-12 Special Education Teachers, Counselors, Social Workers, Regular Education Teachers, School Psychologists, and any members of district staff who might be included on a team for MTSS behavior support.

Dates: 3/4/2024

This training package offers an overview of challenging behaviors, the behavior pathway, and the function based thinking process. Function-based thinking is a Tier 1 support that can be used for all students, which requires teachers to informally gather data on student behavior, analyze the behavioral data and use the behavior pathway to determine the function of the behavior, and to match interventions to the function of the student behavior. Function-Based thinking can support school staff in determining appropriate intervention measures that will help eliminate unwanted behaviors, which may lead to fewer suspensions and be associated with an increase in academic engagement and performance.

Participants will be able to:
describe challenging behaviors
understand the behavior pathway and use it to determine the function of behaviors
understand the function-based thinking process to prevent or extinguish unwanted behaviors by selecting intervention measures that meet the function of the behavior.

2. Least Restrictive Environment

Program: Regional Partnership Center

Audience: Invited Districts
Unatego CSD
Edmeston CSD
Gilbertsville-Mt. Upton

Dates: 3/7/2024

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.

3. Developing Appropriate Practice (DAP) for Preschool
(One hour Lunch on Own)

Program: Regional Partnership Center

Audience: Preschool educators, including teachers, administrators, assistants, aides, paraprofessionals, and clinical staff

Dates: 3/7/2024

New
This professional learning package contains the content and materials that are designed to help general and special education preschool and primary teachers set up learning environments that are developmentally appropriate for three, four, and five year old children with diverse needs and backgrounds. DAP involves an awareness of
- age appropriate/ "typical" development,
-what the latest research says about how children this age learn best,
-individual development
- recognizing that each child develops uniquely and has individual strengths and needs,
-cultural content providing meaningful, relevant, and respectful learning experiences for each child and family

Developmentally appropriate teachers are intentional in everything they do - activities selected to meet goals and instruction is differentiated to meet the needs of all learners.

4. 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: 3/8/2024

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

5. The Language of Classroom Management
Plan to attend both dates- One hour Lunch on your own)

Program: Regional Partnership Center

Audience: Administrators, P-12 General education teachers, Special Education Teachers, aides and teaching assistants.

Dates: 3/11/2024 to 4/11/2024

This is a two-day, multiple module training designed for PreK- 12th grade educators who would like more information on positive behavior support-classroom management strategies which include:
arranging the physical environment
defining, teaching, and acknowledging expectations and rules
defining and teaching classroom procedures and routines
active supervision
behavior specific praise
response strategies for inappropriate behavior
class wide group contingencies
multiple opportunities to respond

Time will be provided to review and revise classroom management strategies within your own classroom and how to effectively implement changes to current classroom procedures and routines.

This is a two day training. Please plan to attend both days.

6. Consultant Teacher Services: Supporting Classroom and Curriculum Participation

Program: Regional Partnership Center

Audience: Special education teachers; general education teachers; administrators

Dates: 3/12/2024

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.


7. Least Restrictive Environment (Cohort
Two)

Program: Regional Partnership Center

Audience: Stamford Central School
● Margaretville Central School
● Franklin Central School

Dates: 3/12/2024

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.

8. Creating the IEP

Program: Regional Partnership Center

Audience: General and special education teachers, psychologists, related services and chairpersons. Administrators who may
be in a dual administrative role should as chairpersons or directors of special education.

Dates: 3/13/2024

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

9. Co Teaching Module 3

Program: Regional Partnership Center

Audience: Co-teaching teams, special education teachers, related service providers, administrators

Dates: 3/15/2024

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 coplanning 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.

10. 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: 3/19/2024

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

11. Phonological Awareness: Establishing Foundations for Reading Success

Program: Regional Partnership Center

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

Dates: 3/21/2024

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.

12. 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: 3/22/2024

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

13. IEP Writing Workshop

Program: Regional Partnership Center

Audience: General and special education teachers, psychologists, related services and chairpersons. Administrators who may be in a
dual administrative role should attend as chairpersons or directors of special education.

Dates: 3/27/2024

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".

14. Agency 101, Navigating Adult Services

Program: Regional Partnership Center

Audience: Professionals (e.g., special educators, school counselors, school psychologists and social workers, building level administrators, and secondary teachers) directly involved with the process at the secondary level. This overview of primary adult services is meant to increase Educational Organizations (EOs) ability to assist students and families with appropriate, available referral options and processes. Any family member who has a student with a disability will benefit from the information in th

Dates: 4/9/2024

Provides an opportunity for educators, students, and families to learn more about what supports and services are available for students with disabilities once high school ends. Representatives will be there to share information about navigating adult services from ACCES-VR, Catskill Center for Independence Living, Commission for the Blind, Workforce NY, OPDD and a local college/university's disability office

15. Least Restrictive Environment (Cohort
Two)

Program: Regional Partnership Center

Audience: Stamford Central School
● Margaretville Central School
● Franklin Central School

Dates: 4/9/2024

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.

16. Creating the IEP

Program: Regional Partnership Center

Audience: General and special education teachers, psychologists, related services and chairpersons. Administrators who may
be in a dual administrative role should as chairpersons or directors of special education.

Dates: 4/10/2024

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

17. Data-Based Decision-Making to Improve Student Performance Targeted Skills Group (session 5)

Program: Regional Partnership Center

Audience: District and school administrators, literacy specialists, school psychologists, interventionists, other school staff

Dates: 4/11/2024

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.

18. 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: 4/19/2024

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

19. IEP Writing Workshop

Program: Regional Partnership Center

Audience: General and special education teachers, psychologists, related services and chairpersons. Administrators who may be in a
dual administrative role should attend as chairpersons or directors of special education.

Dates: 4/24/2024

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".

20. Phonics and Word Recognition: Establishing the Foundations for Reading Success

Program: Regional Partnership Center

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

Dates: 4/25/2024

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.

21. 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: 4/26/2024

● 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

22. FBA/BIP : Four Part Series
Plan to attend all 4 days (One Hour Lunch on your Own)

Program: Regional Partnership Center

Audience: Administrators, CSE chairpersons, P-12 Special Education Teachers, Counselors, Social Workers, Regular Education Teachers, School Psychologists, and any members of district staff who might be included on a team for MTSS behavior support.

Dates: 4/30/2024 to 6/4/2024

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).

23. Data-Based Decision-Making to Improve Student Performance Targeted Skills Group (session 6)

Program: Regional Partnership Center

Audience: District and school administrators, literacy specialists, school psychologists, interventionists, other school staff

Dates: 5/9/2024

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.

24. Developing an Effective Student Exit Summary (Am Session)

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: 5/14/2024

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

25. Developing an Effective Student Exit Summary (PM Session)

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: 5/14/2024

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

26. 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: 5/17/2024

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

27. 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: 5/17/2024

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

28. Least Restrictive Environment

Program: Regional Partnership Center

Audience: Invited Districts
Unatego CSD
Edmeston CSD
Gilbertsville-Mt. Upton

Dates: 5/21/2024

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.

29. 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: 6/3/2024

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.