This 5-session professional learning opportunity on embedding vocabulary instruction into primarily Tier 1 instruction. Participants will be able to explain the importance of vocabulary instruction, understand how explicit instruction can be applied to vocabulary instruction, identify key strategies, and learn how to incorporate it within the school day.

This training package is intended to ensure that participants will learn each of the components of the Competing Behavior Pathway (Replacement Behavior, Desired Behavior, Typical Consequence) in order to guide thinking so that effective intervention strategies can be identified. Participants should consider attending Introduction to the Behavior Pathway prior to attending this training if they are not familiar with the components of The Behavior Pathway.

This 2-session professional learning opportunity is an introduction to instructional matching, focusing on skill-based, fluency-based, and performance-based interventions. Two virtual meetings and one homework/independent practice session.

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) Experience; 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; and 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.

The first hour of the session will explore how to develop a learning partnership between the student and teacher. We will examine how students process information and how we can develop formative assessments that align with levels of cognition. We will discuss how to use formative assessments to chunk content development that leads students to success as independent learners. Finally, we will explore how we can employ different levels of engagement to increase the depth of learning in order for students to apply, think critically, and reach cognitive complexity. We will focus on how to build empowered, independent learners through our approach to embedded formative assessment. During the last 30 minutes of the session, you are invited to stay for a hands-on workshop as an extension of this learning. This optional time will serve as an opportunity to ask questions, explore strategies shared, and discuss implementation for your classroom; CTLE will be applied accordingly.

Participants will: Understand transition services and the practice of implementation as delineated in New York State (NYS) Education Law and Regulations; Capture and implement these practices into a clearly articulated process; Develop practices that support appropriately developed individualized education programs (IEPs); and Increase the successful transition of youth with disabilities in NYS.

As end of year approaches with the possibility of state assessments being cancelled, it is vital to understand what students have captured over the course of a very untraditional year in order to move forward with purpose in the fall. This session will provide 9 dynamic ways to assess student learning online.

As end of year approaches with the possibility of state assessments being cancelled, it is vital to understand what students have captured over the course of a very untraditional year in order to move forward with purpose in the fall. This session will provide 9 dynamic ways to assess student learning online.

The goals of this training are to ensure participants will recognize and identify: The definition of self-determination and its relation to determining individualized diploma and graduation options; the credit requirements for graduation in NYS; the Multiple Pathways to Graduation 4 + 1 Option requirements for all students; the appeal eligibility criteria for all students; the safety net options for students with disabilities; and the exiting credentials available in NYS and the requirements for each option.

The first hour of this session will explore the critical role questioning plays in formative assessment. We will examine ways we can lead students to think critically about the content and provide the teacher with information for necessary instructional shifts. We will delve into different types of questioning strategies, the connection between evidence of learning and questioning, and how to develop aligned questions to ask throughout your lesson. During the last 30 minutes of the session, you are invited to stay for a hands-on workshop as an extension of this learning. This optional time will serve as an opportunity to ask questions, explore strategies shared, and discuss implementation for your classroom; CTLE will be applied accordingly.

This is an intensive, highly technical, multi-session training for those responsible for FBA/BIP development and BIP Progress Monitoring. Participants must attend all 8 sessions (20 hours). Partial CTLE credit will not be awarded. Key components of the series are:
- Understanding the Behavior Pathway: Build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway)
- Conducting the Functional Behavior Assessment: Understand and develop the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP
- Using the Competing Behavior Pathway to Develop the Behavior Intervention Plan: Identify interventions based upon the Competing Behavior Pathway
- Implementation and Progress Monitoring of the Behavior Intervention Plan: Develop the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student's response to the plan with regard to changes in both the problem and replacement/desired behaviors.

This training package is a four-part series on understanding the FBA, BIP, and Progress Monitoring. The outcomes include building fluency with the science of behavior that provides the theoretical foundation on which FBAs and BIPs are based; promoting acquisition of the skills necessary to complete the FBA process; developing the skills necessary to create, implementing and progress monitoring the BIP; and ensuring these skills align with the New York State Regulations of the Commissioner of Education, Part 200. Part 2 Focus: Conducting the Functional Behavior Assessment. Participants will understand and develop the skills necessary to complete the FBA and learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP. Participants should register and attend Part 1 prior to attending Part 2.

This 3-session professional learning opportunity is designed to provide participants with an understanding of EDI and best instructional practices.

Through this 4-session course, participants will identify: The components, research, materials and resources that support self-determination instruction and the student-directed approach; Self-determination assessments; Considerations for culturally and linguistically diverse (CLD) students and families; Considerations for use of assistive technology and other logistics that will impact the celebration on Meeting 4; Participants will receive/provide peer support and resources to aid in the delivery of self-determination instruction; Participants will receive/provide peer support and resources to assist in the implementation of the student-directed approach; and Identify various pieces of documentation to be completed and submitted to measure the impact of their work.

Join us for a session that will help you improve team performance, build coaching relationships, empower teachers and support professional learning communities. This session provides an opportunity to explore Jim Knight's 7 Partnership Principles and the ways they apply to collaboration in schools. Jim Knight is a nationally known instructional coach, author, and speaker whose 7 Partnership Principles have transformed the way teachers and administrators build relationships to inspire mutual respect and professional growth. Participants will explore the Partnership Principles using a discussion protocol and identify opportunities for implementation of the Principles in their practice and in their schools. There is a brief pre-reading assignment summarizing ideas from Jim Knight's popular book Unmistakable Impact - A Partnership Approach to Dramatically Improving Instruction (https://www.amazon.com/gp/product/1412994306/). Copies of text will be provided after your registration is completed.

This multiple module training package is designed for educators who are teaching in-person, remotely, or in a hybrid model and who would like more information on positive behavior support classroom management strategies including modifications to these strategies for the virtual classroom. Strategies include: 1) the physical classroom environment including virtual platforms, 2) defining, teaching, and acknowledging expectations and rules, 3) defining and teaching classroom procedures and routines, 4) active supervision, 5) behavior specific praise, 6) response strategies for inappropriate behavior, 7) class-wide group contingencies, and 8) multiple opportunities to respond.

This training package is intended to provide a foundational overview of the FBA/BIP process with a focus on regulations.

The first hour of this session will explore how giving effective feedback to students is a critical element of the formative assessment process. We will examine types of feedback and how they affect learning differently for students. We will examine error analysis techniques and identify how to specify feedback for students to bring them closer to the intended learning goal. We will discuss how teachers can use "hinge points” in a lesson. Finally, we will explore using a learning continuum to pace your feedback based on where each learner is in the process. Examples will be shared in how to give effective feedback in both written and oral contexts. During the last 30 minutes of the session, you are invited to stay for a hands-on workshop as an extension of this learning. This optional time will serve as an opportunity to ask questions, explore strategies shared, and discuss implementation for your classroom; CTLE will be applied accordingly.

This training has been designed in two parts. Part I is an overview of the principles of self-determination and their applications. Part II focuses on individual and small group activities designed to allow participants to dig deeper into the concepts and to develop their own action plans.

This training package is a four-part series on understanding the FBA, BIP, and Progress Monitoring. The outcomes include building fluency with the science of behavior that provides the theoretical foundation on which FBAs and BIPs are based; promoting acquisition of the skills necessary to complete the FBA process; developing the skills necessary to create, implementing and progress monitoring the BIP; and ensuring these skills align with the New York State Regulations of the Commissioner of Education, Part 200. Part 3 Focus: Using the Competing Behavior Pathway to Develop the Behavior Intervention Plan. Participants will identify interventions based up the Competing Behavior Pathway. Participants should register and attend Part 1 and Part 2 prior to attending Part 3.

This module is to facilitate the self-review process with districts who are required to report. The outcomes of this training can indicate the need for additional follow up with coaching for specific areas that may need to be addressed prior to the reporting date. Other training modules, i.e. Transition in the IEP, Transition in the IEP-Four part series can be utilized for additional training or technical assistance with districts

The first hour of this session will provide an opportunity to learn how to use student self-assessments, peer assessments, and goal setting as part of your formative assessment process. We will explore the theory behind self-regulated learning, how to help students effectively self-assess, set learning goals, and monitor their own progress to take ownership of their learning. Additionally, we will explore strategies to implement peer-assessment strategies to help students utilize each other as resources for their learning. Finally, we will briefly discuss how rubrics can be used for both self-assessment and peer assessments as part of the formative assessment process in your classroom. During the last 30 minutes of the session, you are invited to stay for a hands-on workshop as an extension of this learning. This optional time will serve as an opportunity to ask questions, explore strategies shared, and discuss implementation for your classroom; CTLE will be applied accordingly.

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.

This 2-session professional learning opportunity is an introduction to the five pillars of high quality, evidence-based reading instruction.

This training package is a four-part series on understanding the FBA, BIP and Progress Monitoring. The outcomes include building fluency with the science of behavior that provides the theoretical foundation on which FBAs and BIPs are based; promoting acquisition of the skills necessary to complete the FBA process; developing the skills necessary to create, implementing and progress monitoring the BIP; and ensuring these skills align with the New York State Regulations of the Commissioner of Education, Part 200. Part 4 Focus: Implementation and Progress Monitoring of the Behavior Intervention Plan. Participants will develop the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student's response to the plan with regard to changes in both the problem and replacement and desired behaviors. Participants should register and attend Parts 1-3 prior to attending Part 4.

This 3-session professional learning opportunity is designed to provide participants with an understanding of EDI and best instructional practices.

As an outcome of this training, participants will be able to facilitate an effective CPSE/CSE meeting that is conducted consistent with legal requirements and in a manner that promotes the meaningful participation of all members, including the student's parents/families. Participants will learn important driving questions that will focus the discussion of the CPSE/CSE, and will help build consensus, while developing the necessary skills to be effective and efficient facilitators of the CPSE/CSE meeting process.

"As an outcome of this training, participants will be able to facilitate an effective CPSE/CSE meeting that is conducted consistent with legal requirements and in a manner that promotes the meaningful participation of all members, including the student's parents/families. Participants will learn important driving questions that will focus the discussion of the CPSE/CSE, and will help build consensus, while developing the necessary skills to be effective and efficient facilitators of the CPSE/CSE meeting process."

Family engagement has a positive impact on children's learning and skill development. Educators do not always come from the same cultural background as their students/families and this can lead to misinterpretations and misunderstanding. This training will introduce concepts of communication and culture that may impact interaction with families and will explore strategies for effective collaboration to support student success.

This 4-session training will provide Pre-K through 12th grade general and special education teachers an understanding of explicit instruction. Teachers will be able to identify the core components of explicit instruction, and will investigate and be able to implement explicit instruction concepts in their development of lesson plans.

The goals of this training are to ensure participants will recognize and identify: The definition of self-determination and its relation to determining individualized diploma and graduation options; the credit requirements for graduation in NYS; the Multiple Pathways to Graduation 4 + 1 Option requirements for all students; the appeal eligibility criteria for all students; the safety net options for students with disabilities; and the exiting credentials available in NYS and the requirements for each option.

This training is open to districts preparing to report on SPP Indicator 13 in August 2021. It provides a framework for the self-review of IEPs required for the Indicator 13 data submission, as well as an overview of the transition planning process.

This 3 - session professional learning opportunity is designed to provide an overview of universal screening, and how to adopt the practice within an education organization.

This module is to facilitate the self-review process with districts who are required to report. The outcomes of this training can indicate the need for additional follow up with coaching for specific areas that may need to be addressed prior to the reporting date. Other training modules, i.e. Transition in the IEP, Transition in the IEP-Four part series can be utilized for additional training or technical assistance with districts

The intent of this training is for participants to develop the understanding and practical skills so they can effectively fulfill their role as Parent Members. Participants will learn a best practice approach to the CPSE/CSE process that is consistent with State Law and regulation.

The intent of this training is for participants to develop the understanding and practical skills so they can effectively fulfill their role as Parent Members. Participants will learn a best practice approach to the CPSE/CSE process that is consistent with State Law and regulation.

This live (on Zoom) professional development primarily focuses on embedding explicit vocabulary instruction into Tier I instruction. Participants will be able to explain the importance of robust vocabulary instruction for students in the elementary grades and understand how explicit instruction can be applied to vocabulary. The course will also define key features of vocabulary instruction and identify ways to incorporate vocabulary instruction into different parts of the school day.

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 SDI is used alongside other instructional strategies and the process of developing appropriate SDI based on individual student needs and characteristics. 

This training package is intended to ensure that participants will learn each of the components of the Behavior Pathway in order to guide thinking that leads to the understanding of the function of behavior in order to promote desired behavior.

This 5-session professional learning opportunity on embedding vocabulary instruction into primarily Tier 1 instruction. Participants will be able to explain the importance of vocabulary instruction, understand how explicit instruction can be applied to vocabulary instruction and be able to identify key strategies, and how to incorporate within the school day.

This training provides participants information to understand the behavior pathway and use it to determine the function of behaviors and understand and engage with the function-based thinking process to prevent or decrease unwanted behaviors.

This training package is intended to ensure that participants will be able to: 1) Describe challenging behaviors; 2) Understand the behavior pathway and use it to determine the function of behaviors; and 3) Understand and engage with the function-based thinking process to prevent or extinguish unwanted behaviors.

Participants will recognize: New York State has developed the Career Development and Occupational Studies (CDOS) standards to prepare all students to recognize student achievement of their learning standards towards work readiness knowledge and skills. The foundation of the CDOS Commencement Credential are these standards. Students need to be instructed on the CDOS Commencement Level standards in Career Development, Integrated Learning and Universal Foundation Skills. This instruction should be provided through multiple experiences (integrated into the general education setting, during real life experiences, explicitly taught). The Career Development standards of CDOS are further divided into Career Awareness (of self and careers), Career Exploration and Career Development.

This professional learning opportunity is an introduction to instructional matching, focusing on skill-based, fluency-based, and performance-based interventions. There will be two virtual meetings and one homework/independent practice session.

The purpose of this training package is to promote and encourage student and family involvement in the IEP development process and CSE meetings. Tools, resources, and research-based content are embedded throughout the training to give grounding to the concepts that enhance student participation and parent involvement in student-directed IEPs. Yet the training is developed to be presented in a parent friendly manner, taking into consideration time and educational jargon. Meaningful activities and points of reflection are embedded throughout the training as well to encourage group participation and interaction from families.

This training package is intended to ensure that participants will learn each of the components of the Competing Behavior Pathway (Replacement Behavior, Desired Behavior, Typical Consequence) in order to guide thinking so that effective intervention strategies can be identified. Participants should consider attending Introduction to the Behavior Pathway prior to attending this training if they are not familiar with the components of The Behavior Pathway.

After this 2-session training, participants will be able to: Recognize and identify the eight components which comprise self-determination; Access and utilize materials and resources to aid in the promotion of self-determination; Recognize the various adult service agencies available in New York State (NYS) and the different types of services they provide; Connect students with disabilities and their families to essential post-school options and supports; Recognize appropriate referrals to adult service agencies available in New York State (NYS) and; Connect a student's IEP to referral and preparation for adult services.

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) Experience; 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; and 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.

This training package is intended to provide a foundational overview of the FBA/BIP process with a focus on regulations.

The goals of this training are to ensure that guardians, family members and students can work with their CSE to collaboratively: 1) Assess their child's strengths, interests, and needs; 2) Establish measurable post-secondary goals and annual goals; and 3) Identify appropriate transition services and coordinated activities.

This training has been designed in two parts. Part I is an overview of the principles of self-determination and their applications. Part II focuses on individual and small group activities designed to allow participants to dig deeper into the concepts and to develop their own action plans.

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. A sample case study and application of learning will round-out the training opportunity.

This training will provide CPSE and CSE Chairpersons with a best practices approach to the CPSE/CSE process and their role as a Chairperson that is consistent with State law and regulation. This training consists of 5 live Zoom sessions (listed below) as well as required independent work, in order to cover the NYSED Office of Special Education required content.

This training is open to districts preparing to report on SPP Indicator 13 in August 2021 or August 2022. It provides a framework for the self-review of IEPs required for the Indicator 13 data submission, as well as an overview of the transition planning process.

You've got the keys to the classroom and your student roster. Now what? This series is designed for beginning teachers who have limited preparation or those who would like a refresher on the foundational aspects of creating student centered classrooms where all students can succeed. We will explore how to manage the classroom environment; design and deliver engaging high-quality instruction; and embed assessments to ensure success for your students (and you!). Each interactive session will distill the overwhelming body of pedagogical knowledge into the very basics of best practice to help you begin the new year confidently. Participants will have opportunities to reflect on current practice and meet other novice teachers to share success, challenges, questions, and resources in a collegial learning community.

This training will provide CPSE and CSE Chairpersons with a best practices approach to the CPSE/CSE process and their role as a Chairperson that is consistent with State law and regulation. This training consists of 5 live Zoom sessions (listed below) as well as required independent work, in order to cover the NYSED Office of Special Education required content.

This training is open to districts preparing to report on SPP Indicator 13 in August 2021 or August 2022. It provides a framework for the self-review of IEPs required for the Indicator 13 data submission, as well as an overview of the transition planning process.

This 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 review accommodations and modifications, be trained on how SDI is used alongside other instructional strategies and will have the opportunity to work through the process of developing appropriate SDI based on individual student needs and characteristics. An Overview of SDI is a prerequisite for this course.

This training will provide CPSE and CSE Chairpersons with a best practices approach to the CPSE/CSE process and their role as a Chairperson that is consistent with State law and regulation. This training consists of 5 live Zoom sessions (listed below) as well as required independent work, in order to cover the NYSED Office of Special Education required content.