During this 4-part series that spans the 2021-2022 school year, participants will be given an opportunity to gain/share resources to guide them in understanding and implementing Student-Directed IEP's for students with a range of abilities and at all grade levels. Interested Special Education Administrators should select a minimum of one elementary and/or secondary special education teacher(s) to join them in this exciting and innovative training opportunity.

Participants will:
*Identify the components and research that support self-determination instruction and the student-directed approach.
*Materials and resources to aid in the promotion of self-determination & how to reflect these skills in the IEP.
*Self-determination assessments to assist in obtaining the individualized information to build student skills.
*Considerations for culturally and linguistically diverse (CLD) students and families.
*Complete and submit various pieces of documentation to measure the impact of their work.
*Receive/provide peer support and resources to aid in the delivery of self-determination instruction and assist in the implementation of the student-directed approach.

Participants need to attend all 4 days of the series and complete work with their students throughout the year. The first meeting will be held virtually, the location for meetings 2-4 are TBD.
NOTE: Link to training will be sent no later than morning of session.

The purpose of this 2-day training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is 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. The training 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. Participants are given an opportunity for independent work with support from the presenters. At the conclusion of this training, 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.
NOTE: Link to training will be sent no later than morning of session.

FOR PRESCHOOL: Preschool Providers and administrators will develop their understanding of the components of a quality IEP designed to provide preschool students with disabilities access to the general education curriculum. Focus will include Present Levels of Performance, Goals and Accommodations/Modifications.
NOTE: Link to training will be sent no later than morning of session.

This training is designed to include multiple aspects of the role and expectations of the Committee on Special Education Chairperson and the Committee on Preschool Special Education Chairperson. Participants will be able to:
1) Understand the special education process as delineated in education laws and regulations
2) Know the role of the Chairperson and the Committee
3) Develop practices which encourage parental involvement and cultivate home-school partnerships
4) Identify strategies for leading the Committee in making high quality decisions that will result in an IEP that meets New York State requirements and will result in educational benefit to the student.
Modules include:
Module 1: Regulatory Foundations
Module 2: Referral Process and Procedures
Module 3: Evaluation
Module 4: Eligibility Determination
Module 5: IEP Development
Module 6: IEP Implementation
Module 7: Annual Review
Module 8: Re-evaluation
Module 9: CPSE
Module 10: Effective Meetings
NOTE: This training is a mix of asynchronous (on your own) and synchronous modules. There is a requirement of about 6 hours of work, in addition to the scheduled synchronous sessions. Completion of pre-training work (asynchronous modules) is needed prior to attending the synchronous sessions. CTLE credits will be awarded for both asynchronous and synchronous time.

Participants will:

•Understand the Committee on Special Education (CSE) process and a parent or guardian's role with the development of the IEP.

•Identify the different components of the IEP

•Discuss how to develop relationships and practices that build home-school collaboration and support the student with a disability

•Participate in the transition planning process for students beginning the year they turn 15.
NOTE: Link to training will be sent no later than morning of session.

Participants will:​
-Identify ways to meaningfully engage and promote their child's participation in the Individualized Education Program (IEP) development and Committee on Special Education (CSE) meeting​
-Identify and discuss how to build and encourage their child's self-determination skills​
-Receive materials and resources to promote student-directed IEPs

NOTE: Link to training will be sent no later than morning of session.

Training of the Parent Member of the Committee on Preschool Special Education (CPSE) and Committee on Special Education (CSE). This training is designed to certify individuals to become a CPSE/CSE Parent Member while ensuring that all members of the CPSE/CSE team work together effectively.
**Participants planning to be CPSE/CSE Parent Members will receive a certificate to share with their school district.
Participants will:
*Understand the role and requirements of a Parent Member and the special education process *Learn techniques and strategies to become an effective participant in the CPSE/CSE process
Asynchronous and Synchronous Learning Sessions:
NOTE:Around 2 hours of asynchronous (on your own) work will need to be completed prior to the synchronous (Zoom) meeting on February 3rd. Link to access asynchronous modules will be sent to participants by January 20th. Participants will only receive the Parent Member certificate if all asynchronous and synchronous work is complete.

The Preschool Special Education Process training is designed to gain a foundational understanding of the IEP Process including but not limited to the Committee on Preschool Special Education (CPSE), the roles and responsibilities of all parties.
Participants will:
-Understand the preschool special education process as delineated in education laws and regulations
-Know the role of the Chairperson, the Preschool Provider, the Evaluator, the County, the parents, and the Committee
-Develop practices which encourage parental involvement and cultivate home-school partnerships
-Have an understanding that the Committee is charged with making high quality decisions that will result in an Individualized Education Program (IEP) that meets State requirements and will result in educational benefit to the student This training is ideal to engage preschool partners including: Special education administrators, preschool special education evaluators, special education and general education teachers, early childhood professionals, paraprofessionals, related services professionals, municipality representatives, guidance/school counselors, agency/community service providers or case managers
NOTE: Link to training will be sent no later than morning of session.

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
NOTE: Link to training will be sent no later than morning of session.

1. Participants will identify the two requirements of the Career Development and Occupational Studies (CDOS) Commencement Credential that require students to have Work Based Learning (WBL) Experiences
2. Participants will recognize that all WBL experiences should be structured, school or community based, and have quality components evident for students to gain the knowledge needed for entry level employment. The programs should also allow for work experiences that are individualized to the student's strengths, interests, preferences and needs.
3. Participants will identify and reference the New York State (NYS) WBL manual which lists types of WBL programs and the specific requirements for each of those programs.

NOTE: Link to training will be sent no later than morning of session.

This training is specifically for PRESCHOOL providers and will focus on embedding explicit vocabulary instruction into primarily Tier I instruction:
*Participants will be able to explain the importance of robust vocabulary instruction for students in preschool.​
*Participants will understand how explicit instruction can be applied to vocabulary instruction.​
*Participants will be able to describe key features of vocabulary instruction and identify ways to incorporate vocabulary instruction into different parts of the school day.

The goals of this training are to ensure that participants will:
*Understand Multiple Pathways to graduation as delineated in New York State (NYS) law and regulations;
*Understand Safety Net options available to support graduation for students with disabilities as delineated in New York State (NYS) law and regulations;
*Understand the requirements for the Skills and Achievement Commencement Credential and the Career Development and Occupational Studies (CDOS) Commencement Credential as delineated in New York State (NYS) law and regulations;
*Recognize the eight different components which comprise self-determination;
*Recognize the importance and impact of supporting the self-determination of students to aid in the identification of a Pathway and throughout the transition planning process."

NOTE: Link to training will be sent no later than morning of sessin.

This training covers principles of self-determination and provides small group activities and action plans to implement self-determination concepts.
NOTE: Link to training will be sent prior to day of session.

This training is specifically for PRESCHOOL providers and will focus on embedding explicit vocabulary instruction into primarily Tier I instruction:
*Participants will be able to explain the importance of robust vocabulary instruction for students in preschool.​
*Participants will understand how explicit instruction can be applied to vocabulary instruction.​
*Participants will be able to describe key features of vocabulary instruction and identify ways to incorporate vocabulary instruction into different parts of the school day.

NOTE: Link to training will be sent no later than morning of session

Participants will:
- Understand the Committee on Preschool Special Education (CPSE) process and your role within the process​
- Identify the different components of the IEP​
- Discuss how to develop relationships and practices that build home-school collaboration and support the student​

NOTE: Link to training will be sent no later than morning of session.