This training was developed to promote the recommendation and implementation of quality special education services for all students with disabilities. The modules contained within this training are intended to 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.

PLEASE NOTE: This training is an informational OVERVIEW of the four-part series which will start in August 2025 and conclude in May 2026. Participants in this series will be part of a think tank with like-minded educators. Self-determination and its benefits provide the foundation for the ideas and resources shared to support students with disabilities at all grade levels to increase their participation in IEP development, Committee on Special Education (CSE) participation and IEP implementation. Networking and brainstorming with colleagues from other Educational Organizations (EO)s and national resources are provided.

The Reviewing Your Literacy Curriculum: Evaluating Alignment with the Science of Reading training was developed to provide participants with essential information necessary for preparing for and conducting a review of their district's current literacy curriculum. A school's core literacy curriculum serves as a critical foundation for all levels of reading instruction including for those students receiving supplemental support, intervention, or special education services. It is equally important for literacy curriculum to reflect the evidence-based content and instructional methods found in reading science as well as be free of practices that scientific research has shown to be ineffective or detrimental to learning. Participants will examine the purpose of regularly evaluating their literacy curriculum, review the key elements of the Science of Reading, and learn how to develop a curriculum review team. The training will also teach participants how to use the Reading League's Curriculum Evaluation Guidelines and Reviewer Workbook to evaluate their current curriculum for instructional gaps that should be corrected to provide students with highly effective and evidence-based literacy instruction. Finally, the training will address how participants can plan to address instructional gaps through implementing necessary initiatives and practices.

This training was developed to promote the recommendation and implementation of quality special education services for all students with disabilities. The modules contained within this training are intended to 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.

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. 

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.