The purpose of this training is to provide participants with an overview of universal screening and how to adopt this practice in their schools. The content for this training applies to work with all general education students within a tiered model of academic support (e.g., MTSS and RTI) as well as students receiving special education services. This session will equip participants with the essential knowledge and skills for universal academic screening. They will learn to understand its importance, interpret and apply information from screening measures, and identify core features. The training will cover characteristics of high-quality universal screening tools, guidance on selecting a measurement tool, and steps for establishing or revising implementation plans.

Special Education Quality Assurance (SEQA) conducts the State Performance Plan (SPP) 13: Secondary Transition compliance review in the Fall of the school year a district is scheduled for monitoring of SPP Indicator 13 (in accordance with the six-year monitoring cycle). The purpose of this training is to review key concepts of the compliance review to ensure districts are developing individualized education programs (IEPs) for students aged 15 and over that meet SPP Indicator 13 compliance requirements. Districts are required to complete this Secondary Transition training in the school year prior to undergoing the compliance review. 

This training is designed to help administrators gain a deeper understanding of what the Science of Reading has identified as the foundational skills needed to become proficient readers. Participants will examine current instructional practices in reading and their impact on reading proficiency, as well as review the instructional elements aligned with reading research that are essential for proficient reading. Participants will learn about reading science research, emphasize the importance of ensuring equity for all students, and demonstrate how school leaders can support educators in using systemic, explicit instruction to teach skills backed by the science of reading. This training will also highlight ineffective practices and why those may not be working, intending to inform leadership of teachers implementing research-based, effective reading instruction. During the training, we will review articles, inventories, and other resources to use with staff in assessing and planning practical action steps to support the Science of Reading in your school.

This training is designed to help educators and support professionals gain a deeper understanding of the various graduation pathways available to students with disabilities in New York State. Participants will examine current graduation requirements and their impact on student outcomes, as well as review the individualized options aligned with student needs that are essential for successful transition to post-secondary life. Participants will learn about self-determination principles, emphasize the importance of ensuring equity for all students with disabilities, and demonstrate how educational teams can support students in making informed decisions about their educational journey through personalized diploma and credential planning. This training will also highlight the safety net provisions and appeal processes available, intending to inform educators of the full range of options that can help students achieve graduation success. During the training, we will review requirements, tracking tools, and other resources to use with staff in assessing student progress and planning practical action steps to support graduation planning in your school.

In this session, participants will explore current instructional practices in reading and the impact it has on reading proficiency scores, as well as the context for the importance of equity in reading instruction. It is impossible to ignore the disproportionate impact on black and brown children and it is our responsibility as educators to effectively address this through equitable, research-based practices. In order to overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading. We will take a look at some ineffective current practices and why those may not be working, in order to realign our thinking and pedagogy to what is research-based and effective.

Participants will learn the parallels and differences between the second language acquisition process and indicators of learning disabilities. This module also examines disproportionality, how to separate difference from disability, and the identification processes for English language learners (ELLs) and students with disabilities.

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.

The purpose of this training is to help participants gain a greater understanding of the Science of Reading; specifically, what phonics and word recognition is and how crucial this skill set 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 phonics and word recognition. The training will also provide context for the importance of using assessments to improve the effectiveness of phonics 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.

This PD will focus on fostering vocabulary development in the classroom using explicit instruction. Participants will\be able to explain the importance of robust vocabulary instruction for students in the elementary grades, understand how explicit instruction can be applied to vocabulary instruction, describe key features of vocabulary instruction, and identify ways to incorporate vocabulary instruction into different parts of the school day.