Frontline Education

1. Supporting Students with Autism in the Classroom

Program: EANS - Training for Schools Eligible for Emergency Assistance to Nonpublic

Dates: 3/17/2023

New

This session will provide teachers with context and background knowledge on how to support students with autism spectrum disorders in the classroom. Presenters will begin by unpacking key neurobiological characteristics that impact attention, memory, learning, behavior, and social relationships. Then, we will explore research-based practices to creating safe, affirming, and supportive learning environments for autistic students.

2. Implementing Restorative Practices

Program: EANS - Training for Schools Eligible for Emergency Assistance to Nonpublic

Dates: 3/24/2023

New

This session series will review installation of restorative practices at the school-wide level as a universal practice, at the classroom level as a means to build community and address conflict, and as a potential alternative to suspension that is used to repair harm. Participants will learn strategies for engaging families, staff, and students in circle process, as well as receive resources on circle guidelines, norms and shared agreements, how to build trust, and incorporate student voice.

3. Safe and Supportive Schools: Fostering a Positive School Climate

Program: EANS - Training for Schools Eligible for Emergency Assistance to Nonpublic

Dates: 5/19/2023

New

What is meant by the term 'school climate'? How can we foster a sense of safety and belonging in our school community? This session will provide an overview of the dimensions of school climate and explore factors that shape perceptions of the school environment. Participants will identify characteristics of a positive school climate and learn basic strategies to engage and connect with students, staff and families.

4. Teacher Learning Network Series Fall 2023

Program: Upstate PDRC

Audience: Educators in NYS Religious and Independent Schools

Dates: 10/5/2023 to 12/5/2023

Teachers, are you looking for new ideas about classroom procedures, expectations, parent communication, student engagement, and more? If so, join our Teacher Learning Network. Each session will be focused on a topic where participants will learn strategies and resources that are easy to implement. Participants are encouraged to bring an open mind and ideas to share related to the session's focus. Participants may join as many of the sessions as they'd like! Register once and you will receive reminder emails for all of the sessions. If you have questions regarding this series, reach out to Rebecca Shea at rshea@meansinc.com. October 5: Parent Communication/Conferences; October 12: Student Portfolios & Goal Setting; November 2: Classroom Discussions; November 30: Scaffolding Instruction; December 5: Feedback Strategies

5. Family Engagement

Program: EANS - Training for Schools Eligible for Emergency Assistance to Nonpublic

Audience: All Staff - Teachers, TAs, Paraprofessionals, Admin, Student Support Staff in EANS eligible schools.

Dates: 11/15/2023 to 5/15/2024

PLEASE NOTE: This training is offered specifically to staff of EANS eligible schools. This is a series focusing on the most effective strategy for engaging families: relationships. Participants will learn skills for building strong family-teacher relationships such as communication, problem-solving and empathy while exploring their own experiences and biases. Then, facilitators will explore strategies to facilitate and evaluate family engagement and/or education activities that are meaningful, culturally-responsive and aligned with student outcomes. This workshop includes a brief overview of the topic and best practices in family engagement; identifying parent needs and opportunities for parent education; and how to plan and/or monitor progress, identify evidence of culturally responsive teaching in their classrooms, as well as set goals for new strategies they would like to explore.

6. Special Education Mediation for Families

Program: North Country Regional Partnership Center

Audience: Families and caretakers of children in special education.

Dates: 12/5/2023

Starting Soon

This workshop provides information on the Individuals with Disabilities Education Act (IDEA) and New York State Education Department (NYSED) Special Education Mediation to encourage the use of this voluntary process statewide. This training will include, but is not limited to, the following topics: Individuals With Disabilities Education Act (IDEA): The Basics, Resolving Disputes Under IDEA and IDEA Special Education Basic Mediation Procedures.

7. Transition in the IEP

Program: North Country Regional Partnership Center

Audience: This session is intended for: Special education administrators, special education and general education teachers, paraprofessionals, related service providers, school psychologists, school counselors, agency/community service providers or case managers, and families.

Dates: 12/6/2023

ClosedStarting Soon

The purpose of Transition in the IEP Series is to gain an in-depth understanding of the transition planning process and the components within a transition IEP. Attendees will deepen their understanding of best practices and evidence-based strategies related to quality transition services and planning.

8. Foundations of Effective Reading Instruction: Understanding the Science of Reading

Program: North Country Regional Partnership Center

Audience: This session is intended for: all educators Pre-K through grade 12.

Dates: 12/8/2023

This professional learning opportunity is designed for participants to gain a greater understanding of the Science of Reading. Participants will explore current instructional practices in reading and the impact it has on reading proficiency.
It is an understandable introduction created for a wide audience.

9. Co-teaching: A Comprehensive Approach: Module 1: Six Models of Co-teaching

Program: North Country Regional Partnership Center

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

Dates: 12/12/2023

The purpose of this training is to help participants gain a foundational understanding of co-teaching as a service delivery model and the six models to implement it. The New York State model of integrated co-teaching and the use of the co-teaching model among other service providers (i.e. speech-language pathologists, reading specialists, etc.) Participants will gain skills for matching co-teaching models to elements of their lessons.

10. 2023-2024 Transition TSG- December

Program: Technical Skills Group (TSG) Catalog - North Country RPC

Audience: This session is intended for school districts participating in the 2023-2024 NC RPC Transition TSG: Ausable Valley, Chazy, Crown Point, Madrid Waddington, Morristown, Parishville-Hopkinton, Saranac, and Tupper Lake.

Dates: 12/12/2023

IMPORTANT NOTE: Registrants must work in a district that is participating in the 2023-24 NCRPC Transition TSG. Participants involved in the NC Transition TSG will gain knowledge of state and federal transition laws and regulations and tips to engage families and communities within the transition planning process. Participants will deepen their understanding of best practices and evidence-based strategies related to quality transition services and planning.

11. Identifying and Intensifying Interventions (2 Zoom sessions x 2 hrs each, 4:00-6:00PM)

Program: Capital District Regional Partnership Center

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

Dates: 12/12/2023 to 12/14/2023

As a result of this training participants will be able to identify and differentiate between skill-based, fluency-based, and performance-based interventions. They will learn when each of these approaches is appropriate, given the nature of the observed problem, and will be able to adjust the intensity of intervention to the learner as a response to instruction. Registrants must participate in both sessions to obtain CTLE Credit.

12. Implementing Unregistered Work-Based Learning Experiences (3-hour Zoom)

Program: Capital District Regional Partnership Center

Dates: 12/13/2023

The purpose of Implementing Unregistered WBL Experiences is to provide 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.

13. Transition Assessments Part 3: Using Transition Assessment Results Throughout the Individualized Education Program (IEP)

Program: North Country Regional Partnership Center

Audience: This session is intended for: Special education teachers, Committee on Special Education (CSE) chairpersons, guidance counselors, school psychologists, and families; anyone else involved with the development of the student's IEP.

Dates: 12/13/2023

Participants will: Review the Assessment to Practice Tool and Explore Case Studies

14. Co-teaching: A Comprehensive Approach: Module 1: Six Models of Co-teaching

Program: North Country Regional Partnership Center

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

Dates: 12/13/2023

The purpose of this training is to help participants gain a foundational understanding of co-teaching as a service delivery model and the six models to implement it. The New York State model of integrated co-teaching and the use of the co-teaching model among other service providers (i.e. speech-language pathologists, reading specialists, etc.) Participants will gain skills for matching co-teaching models to elements of their lessons.

15. Creating Welcoming and Affirming Learning Environments (1.5-hour Zoom)

Program: Capital District Regional Partnership Center

Dates: 12/13/2023

Creating Welcoming and Affirming Learning Environments is one of four high leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. When students feel like they belong at school, they have fewer absences, fewer disciplinary infractions, higher graduation rates, as well as increased engagement, self-esteem, and attitudes. Students with disabilities and students of different cultural backgrounds are less likely to feel like they have a positive relationship with their teacher and that their identities and abilities are valued and affirmed in school. By the end of this training, participants will: ● Understand how a welcoming and affirming learning environment improves student outcomes ● Better understand their own identities and how those identities shape their relationships and experiences ● Develop strategies for creating a welcoming and affirming learning environment ● Identify 2-3 next steps for ongoing professional learning

16. Preschool Special Education Process

Program: North Country Regional Partnership Center

Audience: This session is intended for: special education administrators, special education teachers, paraprofessionals, related services professionals, agency/community service providers, administrators of 4410 and county representatives.

Dates: 12/14/2023 to 12/15/2023

This training package is intended to assist Committee on Preschool Special Education (CPSE) chairpersons, county representatives, program administrators, educators and other preschool service providers in understanding the preschool special education process delineated in education laws and regulations.

17. State Performance Plan (SPP) Indicator 13: Secondary Transition (REQUIRED Training for invited districts)

Program: Capital District Regional Partnership Center

Audience: The required district staff to attend this training is the CSE Chairperson for secondary students the year prior to undergoing the SPP Indicator 13 review. Special education administrators, and/or special education teachers from districts are also welcome to complete this training.

Dates: 1/9/2024

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 this 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 training the school year prior to undergoing this review.

18. 2023-2024 Transition TSG- January

Program: Technical Skills Group (TSG) Catalog - North Country RPC

Audience: This session is intended for school districts participating in the 2023-2024 NC RPC Transition TSG: Ausable Valley, Chazy, Crown Point, Madrid Waddington, Morristown, Parishville-Hopkinton, Saranac, and Tupper Lake.

Dates: 1/9/2024

IMPORTANT NOTE: Registrants must work in a district that is participating in the 2023-24 NCRPC Transition TSG. Participants involved in the NC Transition TSG will gain knowledge of state and federal transition laws and regulations and tips to engage families and communities within the transition planning process. Participants will deepen their understanding of best practices and evidence-based strategies related to quality transition services and planning.

19. State Performance Plan (SPP) Indicator 13: Secondary Transition

Program: North Country Regional Partnership Center

Audience: This session is intended for: Special education administrators, chairpersons, and/or special education teachers from district's who are required to complete this training (as noted above).

Dates: 1/9/2024

The purpose of this training is to review key concepts of this 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 training the school year prior to undergoing this review. This training is focused on meeting compliance for SPP Indicator 13.

20. Supporting Struggling Readers: Data, Lessons, and Progress

Program: Upstate PDRC

Dates: 1/10/2024 to 2/28/2024

New

Learn how to plan for successful and engaged reading instruction in your classroom with your current group of students. We will explore the science of reading and how to use certain facets to inform teaching through lesson design and delivery. Discuss and pose questions related to the issues you face in supporting your students who struggle to read. Turn the science of reading into practical instructional strategies to successfully reach all of your students!.
January 10 - Gathering Baseline Data and What To Do With It.
January 31 - Creating Engaged Science-Based Reading Lessons (Grades K-2).
February 7 - Creating Engaged Science-Based Reading Lessons (Grades 3-6).
February 28 - Monitoring Student Progress in Reading.

21. Creating the IEP

Program: North Country Regional Partnership Center

Audience: Special education and general education teachers and administrators.

Dates: 1/11/2024 to 1/12/2024

This 2-session training is designed to provide professional learning on creating a quality IEP. Participants will develop their understanding of the components of a quality IEP designed to provide students with disabilities access to the general education curriculum.

22. Fostering High Expectations and Rigorous Instruction (1.5-hour Zoom)

Program: Capital District Regional Partnership Center

Dates: 1/11/2024

Fostering High Expectations and Rigorous Instruction is one of four high-leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. Research shows that teachers' expectations of students can influence their academic achievement and behavior. Teachers are more likely to underestimate students with disabilities, students from low-income families, English Language Learners, and Black, Latinx, and Native American students.

By the end of this training, participants will:

Understand how high expectations and rigorous instruction can improve student outcomes
Reflect on cultural background and identities, and how those identities may influence teacher expectations
Develop strategies for fostering high expectations and rigorous instruction
Identify 2-3 next steps for ongoing professional learning

23. Not Just for the Kids: How Adult SEL can Build a Prosocial Classroom Environment

Program: EANS - Training for Schools Eligible for Emergency Assistance to Nonpublic

Audience: All Staff - Teachers, TAs, Paraprofessionals, Admin, Student Support Staff in EANS eligible schools.

Dates: 1/11/2024 to 3/14/2024

PLEASE NOTE: This training is offered specifically to staff of EANS eligible schools. Many of us work extensively to create what we call a prosocial classroom: a space characterized by safety, care, and the development of a range of social and emotional skills. The development of SEL skills begins and is sustained within us (the adults!). In this session, participants will review the five CASEL competencies and SEL theory of action to build a common language. Then, facilitators will explore a range of factors that impact Adult SEL: values, well-being and stress, climate and culture, and deficit versus unconditional mentalities. Through discussion and applied activities, we'll unpack these concepts and how they can promote or interfere with a prosocial classroom environment. To end, we'll bring it back to our pedagogy and discuss the practices (e.g. classroom management, climate, and SEL implementation) that call upon the use of our skills. This session is designed for school professionals with some familiarity of SEL, but who would like to delve deeper and explore further.

24. Specially Designed Instruction (SDI) for Administrators (3-hour Zoom)

Program: Capital District Regional Partnership Center

Audience: Administrators responsible for overseeing instruction of students with disabilities, supervision of teachers of SWDs, or implementation of special education programs and services; CPSE/CSE Chairpersons

Dates: 1/11/2024

New

This training is intended to further develop administrator's knowledge of Specially Designed Instruction (SDI) for students with Disabilities and how SDI should be designed and developed based on individual student needs. Administrators will be able to define SDI, recognize how to differentiate SDI from general education instruction, identify what SDI looks like in the classroom setting, and gain skills for supervision of the implementation of SDI.

25. Best Practices in Explicit Vocabulary Instruction

Program: North Country Regional Partnership Center

Audience: General education and special education teachers

Dates: 1/12/2024

This 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.

26. Foundations of Effective Reading Instruction; Understanding the Science of Reading (2 hour Zoom)

Program: Capital District Regional Partnership Center

Audience: Best suited for administrators and curriculum leaders

Dates: 1/16/2024

New

The purpose of this training is to help participants gain a greater understanding of what the Science of Reading has determined to be the foundational skills needed in order to become a proficient reader. Participants will explore current instructional practices in reading and the impact they have on reading proficiency. The training will also provide the context for the importance of effective reading instruction and the impact it has on equity for all students. In order to overcome equity barriers, educators need to focus on systemic, explicit instruction for skills supported by the science of reading. We will take a look at some ineffective practices and why those may not be working, in order to realign our thinking and pedagogy to what is research-based and effective.

27. State Performance Plan (SPP) Indicator 13: Secondary Transition (REQUIRED Training for invited districts)

Program: Capital District Regional Partnership Center

Audience: The required district staff to attend this training is the CSE Chairperson for secondary students the year prior to undergoing the SPP Indicator 13 review. Special education administrators, and/or special education teachers from districts are also welcome to complete this training.

Dates: 1/17/2024

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 this 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 training the school year prior to undergoing this review.

28. Specially Designed Instruction: A Guide for Families and Caregivers

Program: North Country Regional Partnership Center

Audience: Parents and caregivers of students with IEPs

Dates: 1/18/2024

New

The foundational training is intended to increase participants' basic understanding of SDI in order to increase knowledge of parents and other family members as engaged meaningful partners in the special education process and education of their child. (This session is presented in collaboration with the North Country School Age FACE Center.)

29. Strategies to Support Student Learning Gaps: Multi-Age Classes and Creative Scheduling

Program: Upstate PDRC

Audience: NYS Religious and Independent School Leaders and Educators

Dates: 1/18/2024 to 3/20/2024

Growing gaps in student achievement have forced schools to re-evaluate the use of time and staff expertise. Join us for a four-part exploration of how The Brown School redesigned their schedule to bring teachers together in multi-age classrooms to provide increased support for students. Hear from the Head of School about the logistics of reimagining the school schedule and classroom configurations and learn from the classroom teachers about collaborating to provide targeted instruction, build community, and increase students' progress toward grade-level outcomes.
January 18 - The Move to Multi-age: Logistics and More.
March 6 - Multi-age Classrooms: Why? and Benefits and Challenges Behind this Model.
March 13 - Multi-age Classrooms: Preplanning and Taking the First Steps.
March 20 - Multi-age Classrooms: In Practice and Delivery.

30. Consultant Teacher Services: Supporting Classroom and Curriculum Participation

Program: North Country Regional Partnership Center

Audience: Special education teachers, general education teachers, administrators

Dates: 1/23/2024

Participants will identify the reasons for consultant teacher services; become familiar with NYS regulations for consultant teacher services; define direct and indirect consultant teacher services; recognize the roles and responsibilities of consultant teacher service provision; identify how consultant teachers services are included in an IEP; understand the importance of collaboration and co-planning efforts; and describe the application of effective consultant teacher services in the classroom.

31. Integrated Curriculum: Leverage Teacher Collaboration & Solve Common Challenges

Program: Upstate PDRC

Audience: NYS Religious and Independent School Leaders and Educators

Dates: 1/23/2024 to 2/27/2024

Learn how an integrated curriculum improves teacher collaboration, efficiency, retention, and instructional quality. This series will help you get started within your school's current context, leveraging the people you already have to establish a workable plan toward a more integrated curriculum. Join us to explore practical implementation tips and ways to assess the impact of these changes.
January 23 - Making Connections: Enhancing Program Function with Integrated Curriculum.
February 6 - Practical Implementation at Work: Nuts and Bolts of Moving to an Integrated Curriculum.
February 27 - Checking In: Assessing What You Tried and Next Steps.

32. How to Effectively Build and Manage Business Relationships for Work-Based Learning (WBL) Experiences

Program: North Country Regional Partnership Center

Audience: This session is intended for: Special and general education teachers, special and general education administrators, WBL coordinators, paraprofessionals, related services professionals, school counselors, transition specialists, agency/community service providers or case managers, and job coaches.

Dates: 1/24/2024

The purpose of How to Effectively Build and Manage Business Relationships for Work-Based Learning (WBL) experiences is to: review what WBL looks like in New York State (NYS) including specific examples of how community businesses can participate in WBL experiences, utilize strategies and resources designed to effectively recruit and build rapport with local businesses, and identify methods and resources to positively maintain business relationships throughout WBL experiences.

33. Elevating Conversations to Drive Instruction

Program: Upstate PDRC

Audience: NYS Religious and Independent School Leaders

Dates: 1/24/2024 to 3/5/2024

One key to improving student learning outcomes is to elevate the conversation between teachers and instructional coaches. This series will help you examine how to use data to focus conversations that help teachers align their practice with their instructional goals. Learn practical strategies from fellow principals and coaches who have implemented this framework.
January 24 - Observation & Assessment Data with Danielson.
February 13 - Next Steps: Digging into Implementation.
March 5 - Principal Panel: Success Stories and Overcoming Challenges.

34. Alternatives to Suspension (In-person 2-day Training at HFM BOCES Conference Center)

Program: Capital District Regional Partnership Center

Audience: Administrators, others responsible for disciplinary decisions and policies, behavior support personnel, teachers

Dates: 1/29/2024 to 2/5/2024

This training is intended to help participants understand that exclusionary practices have significant short and long-term negative effects and that there are alternative approaches to discipline that lead to improved student outcomes. Participants will ground themselves in a common understanding of suspension, removal, and discipline, as well as influences, impacts, policies and procedures that contribute to the on-going suspension crisis in schools today. Throughout these two days, participants will learn and explore effective research-based strategies for responding to student behavior and appropriate alternatives to suspension, which have significantly fewer negative impacts on student or family outcomes.

SNOW DATE - February 7th - will be used if either training date is canceled due to weather

35. State Performance Plan (SPP) Indicator 13: Secondary Transition (REQUIRED Training for invited districts)

Program: Capital District Regional Partnership Center

Audience: The required district staff to attend this training is the CSE Chairperson for secondary students the year prior to undergoing the SPP Indicator 13 review. Special education administrators, and/or special education teachers from districts are also welcome to complete this training.

Dates: 1/30/2024

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 this 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 training the school year prior to undergoing this review.

36. Transition Assessment for Students with Significant Disabilities

Program: North Country Regional Partnership Center

Audience: This session is intended for: Special education teachers, Committee on Special Education (CSE) chairpersons, guidance counselors, school psychologists, and families; anyone else involved with the development of the student's IEP.

Dates: 1/31/2024

Participants will: learn research that supports transition assessment for students with significant disabilities; use transition assessments for students with significant disabilities; write transition assessment results for students with significant disabilities; and for transition planning.

37. State Performance Plan (SPP) Indicator 13: Secondary Transition (REQUIRED Training for invited districts)

Program: Capital District Regional Partnership Center

Audience: The required district staff to attend this training is the CSE Chairperson for secondary students the year prior to undergoing the SPP Indicator 13 review. Special education administrators, and/or special education teachers from districts are also welcome to complete this training.

Dates: 2/5/2024

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 this 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 training the school year prior to undergoing this review.

38. Co-Teaching: A Comprehensive Approach, Module 3: Planning for Instruction

Program: North Country Regional Partnership Center

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

Dates: 2/5/2024

Participants will understand that co-planning is critical to the success of co-teaching; gain knowledge of how to effectively and efficiently co-plan; describe various types of co-planning that co-teachers might use; and co-plan a lesson that uses the co-teaching models to address student needs and provide equitable access for all students.

39. Co-Teaching: A Comprehensive Approach, Module 3: Planning for Instruction

Program: North Country Regional Partnership Center

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

Dates: 2/6/2024

Participants will understand that co-planning is critical to the success of co-teaching; gain knowledge of how to effectively and efficiently co-plan; describe various types of co-planning that co-teachers might use; and co-plan a lesson that uses the co-teaching models to address student needs and provide equitable access for all students.

40. Transition in the IEP

Program: North Country Regional Partnership Center

Audience: This session is intended for: Special education administrators, special education and general education teachers, paraprofessionals, related service providers, school psychologists, school counselors, agency/community service providers or case managers, and families.

Dates: 2/7/2024

The purpose of Transition in the IEP Series is to gain an in-depth understanding of the transition planning process and the components within a transition IEP. Attendees will deepen their understanding of best practices and evidence-based strategies related to quality transition services and planning.

41. Values, Equity, and Cultural Responsiveness (1.5-hour Zoom)

Program: Capital District Regional Partnership Center

Audience: All educators

Dates: 2/7/2024

This training explores values as an element of culture. Educators and Educational Organizations will be asked to reflect on their values and to consider the connection between values, equity and the provision of services for students with disabilities. Tools for exploring values with students and families to foster cross cultural exchanges between families and Educational Organizations will be introduced.

42. Foundations of Effective Reading Instruction: Understanding the Science of Reading

Program: North Country Regional Partnership Center

Audience: This session is intended for: all educators Pre-K through grade 12.

Dates: 2/9/2024

New

This professional learning opportunity is designed for participants to gain a greater understanding of the Science of Reading. Participants will explore current instructional practices in reading and the impact it has on reading proficiency.
It is an understandable introduction created for a wide audience.

43. Student Involvement with the Individualized Education Program (IEP) for Families

Program: North Country Regional Partnership Center

Audience: Parents, caregivers, and students with IEPs

Dates: 2/12/2024

New

To promote and encourage student and family involvement in the IEP development process and Committee on Special Education (CSE) meetings. Tools, resources, and research-based content are embedded throughout the training. Group participation and interaction from families will be encouraged. (This session is presented in collaboration with the North Country School Age FACE Center.)

44. 2023-2024 Transition TSG- February

Program: Technical Skills Group (TSG) Catalog - North Country RPC

Audience: This session is intended for school districts participating in the 2023-2024 NC RPC Transition TSG: Ausable Valley, Chazy, Crown Point, Madrid Waddington, Morristown, Parishville-Hopkinton, Saranac, and Tupper Lake.

Dates: 2/13/2024

IMPORTANT NOTE: Registrants must work in a district that is participating in the 2023-24 NCRPC Transition TSG. Participants involved in the NC Transition TSG will gain knowledge of state and federal transition laws and regulations and tips to engage families and communities within the transition planning process. Participants will deepen their understanding of best practices and evidence-based strategies related to quality transition services and planning.

45. Explicit Instruction: An Evidence-Based Practice for Effective & Long-Term Learning (Two Zoom sessions of 2-hours each)

Program: Capital District Regional Partnership Center

Audience: Teachers, chairpersons, administrators

Dates: 2/13/2024 to 2/15/2024

New

This training was developed to help participants gain a greater understanding of the instructional practice of explicit instruction and how to effectively implement it with students. Essential practices of explicit instruction will be covered and resources to support implementation will be shared.

46. Test Accommodations for Students with Disabilities

Program: North Country Regional Partnership Center

Audience: Special education and general education teachers and administrators.

Dates: 2/15/2024

This training provides the materials to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP).

47. State Performance Plan (SPP) Indicator 13: Secondary Transition (REQUIRED Training for invited districts)

Program: Capital District Regional Partnership Center

Audience: The required district staff to attend this training is the CSE Chairperson for secondary students the year prior to undergoing the SPP Indicator 13 review. Special education administrators, and/or special education teachers from districts are also welcome to complete this training.

Dates: 2/15/2024

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 this 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 training the school year prior to undergoing this review.

48. Family Guide to Transition Planning - Preparing Students with Disabilities for Life After High School

Program: North Country Regional Partnership Center

Audience: This session is intended for: families, special and general education teachers, paraprofessionals, related services professionals, school counselors, agency/community service providers, or case managers.

Dates: 2/15/2024

New

The purpose of the Family Guide to Transition Planning-Preparing Students with Disabilities for Life After High School is to assist families in understanding the transition planning process specifically from high school to life after high school. When families are knowledgeable about the transition process and invited to participate by Educational Organizations (EOs), students with disabilities experience improved post-school outcomes in the areas of employment, postsecondary education, and independent living.(This session is presented in collaboration with the North Country School Age FACE Center.)

49. Foundations of Job Coaching for Work-Based Learning (WBL) Experiences

Program: North Country Regional Partnership Center

Audience: This session is intended for: Special and general education teachers, special and general education administrators, WBL coordinators, paraprofessionals, related services professionals, school counselors, transition specialists, agency/community service providers or case managers, and job coaches.

Dates: 2/28/2024

The purpose of Foundations of Job Coaching for WBL Experiences is to: describe the role and expectations of a job coach, recognize the importance of effective communication and problem-solving for successful WBL experiences aligned with the students' Individualized Education Programs (IEPs), create or utilize job and task analyses and training methods to support skill acquisition, review strategies to encourage successful inclusion into the workplace and identify and utilize methods for observing, collecting, and sharing student data.

50. State Performance Plan (SPP) Indicator 13: Secondary Transition (REQUIRED Training for invited districts)

Program: Capital District Regional Partnership Center

Audience: The required district staff to attend this training is the CSE Chairperson for secondary students the year prior to undergoing the SPP Indicator 13 review. Special education administrators, and/or special education teachers from districts are also welcome to complete this training.

Dates: 2/28/2024

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 this 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 training the school year prior to undergoing this review.

51. Explicit Vocabulary Instruction (3-4 hrs self-study beginning February 1 + 1-hour Zoom Feb 29 + Summary activity)

Program: Capital District Regional Partnership Center

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

Dates: 2/29/2024

New

Training focuses on embedding explicit vocabulary instruction into Tier I. Participants will be able to explain the importance of robust vocabulary instruction for students in the elementary grades, identify key features of explicit vocabulary instruction, and understand how to incorporate this instruction into different parts of the school day.

Participants will be given access to an online course of the self-study material on February 1st. Completion of the independent work will be followed by a 1-hour live Zoom session on February 29th to discuss and review the independent material. Participants will be expected to complete a summary activity of creating an explicit vocabulary lesson plan. The independent work, Zoom meeting, and lesson plan must be completed to receive 5 hours of CTLE credit.

52. Developing an Effective Student Exit Summary (3 hour Zoom)

Program: Capital District Regional Partnership Center

Audience: General and special education teachers and administrators, school counselors, transition coordinators, agency staff, as well as students and families

Dates: 3/5/2024

This training contains information on the development and provision of an effective exit summary for students with disabilities. It will cover both the traditional exit summary and the exit summary provided with the Skills and Achievement Commencement Credential.

53. Using the Competing Behavior Pathway to Identify Interventions (2 hours Zoom)

Program: Capital District Regional Partnership Center

Audience: District and School level teams, General and Special Education teachers, paraprofessionals.

Dates: 3/5/2024

New

Participants will learn the components of the Competing Behavior Pathway in order to identify behavioral interventions to promote desired behavior.

54. Creating the IEP for Preschool

Program: North Country Regional Partnership Center

Dates: 3/5/2024

This training provides the materials needed to provide professional learning on creating a quality IEP for preschool students with disabilities. Participants will develop their understanding of the components of a quality IEP designed to provide students with disabilities access to the age-appropriate settings and activities.

55. Specially Designed Instruction: A Guide for Families and Caregivers

Program: North Country Regional Partnership Center

Audience: Parents and caregivers of students with IEPs

Dates: 3/5/2024

New

The foundational training is intended to increase participants' basic understanding of SDI in order to increase knowledge of parents and other family members as engaged meaningful partners in the special education process and education of their child. (This session is presented in collaboration with the North Country School Age FACE Center.)

56. State Performance Plan (SPP) Indicator 13: Secondary Transition

Program: North Country Regional Partnership Center

Audience: This session is intended for: Special education administrators, chairpersons, and/or special education teachers from district's who are required to complete this training (as noted above).

Dates: 3/6/2024

The purpose of this in-person training is to review key concepts of this 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 training the school year prior to undergoing this review. This training is focused on meeting compliance for SPP Indicator 13.

57. Best Practices in Screening for Academic Deficits

Program: North Country Regional Partnership Center

Audience: This session is intended for all educators Pre-k through grade 12.

Dates: 3/8/2024

This professional learning opportunity is designed to provide an overview of universal screening, and how to adopt a practice within an educational organization.

58. 2023-2024 Transition TSG- March

Program: Technical Skills Group (TSG) Catalog - North Country RPC

Audience: This session is intended for school districts participating in the 2023-2024 NC RPC Transition TSG: Ausable Valley, Chazy, Crown Point, Madrid Waddington, Morristown, Parishville-Hopkinton, Saranac, and Tupper Lake.

Dates: 3/12/2024

IMPORTANT NOTE: Registrants must work in a district that is participating in the 2023-24 NCRPC Transition TSG. Participants involved in the NC Transition TSG will gain knowledge of state and federal transition laws and regulations and tips to engage families and communities within the transition planning process. Participants will deepen their understanding of best practices and evidence-based strategies related to quality transition services and planning.

59. Family Engagement: Communication and Culture (1.5 hour Zoom)

Program: Capital District Regional Partnership Center

Audience: All school staff, including teachers, administrators, service providers, support staff, etc.

Dates: 3/12/2024

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.

60. Coaching Conversations with Student Work at the Core

Program: Upstate PDRC

Audience: NYS Religious and Independent School Educators who coach, mentor, and/or support teacher practice.

Dates: 3/12/2024 to 3/27/2024

Are you a coach or mentor for other teachers but need help facilitating meaningful discussions to support student learning through instructional practice? Come join us for a plan-do-study-act series where participants will learn a protocol for examining student work (plan), implement it with one teacher (do), and come back to share what they learned about supporting teachers and ultimately student work (study & act). No experience with coaching teachers is required but participants will need to be able to work with one teacher for this PDSA cycle. This could be any colleague who is willing to partner with you to learn more about how to support both student learning and teacher practice.
March 12 - Plan & Do: Learn & Use Student Work Protocol.
March 27 - Study & Act: Share Your Learning.

61. Student Involvement with the Individualized Education Program (IEP) for Families

Program: North Country Regional Partnership Center

Audience: Parents, caregivers, and students with IEPs

Dates: 3/19/2024

New

To promote and encourage student and family involvement in the IEP development process and Committee on Special Education (CSE) meetings. Tools, resources, and research-based content are embedded throughout the training. Group participation and interaction from families will be encouraged. (This session is presented in collaboration with the North Country School Age FACE Center.)

62. Using Web-Based Tools to Enhance Work-Based Learning (WBL) Experiences

Program: North Country Regional Partnership Center

Audience: This session is intended for: WBL coordinators, special education and general education teachers, paraprofessionals, related services professionals, guidance/school counselors, agency/community service providers or case managers, and job coaches.

Dates: 3/20/2024

This training serves as a tool to help Educational Organizations (EOs) understand and utilize resources that may assist in utilizing web-based tools to enhance WBL activities. It is not intended to be an exhaustive resource, but rather a tool to develop high-quality WBL opportunities for students to enhance in-person WBL experiences.

63. Identifying and Intensifying Interventions (2 Zoom sessions x 2 hrs each, 4:00-6:00PM)

Program: Capital District Regional Partnership Center

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

Dates: 3/21/2024 to 3/26/2024

New

As a result of this training participants will be able to identify and differentiate between skill-based, fluency-based, and performance-based interventions. They will learn when each of these approaches is appropriate, given the nature of the observed problem, and will be able to adjust the intensity of intervention to the learner as a response to instruction. Registrants must participate in both sessions to obtain CTLE Credit.

64. Explicit Instruction: An Evidence-Based Practice for Effective & Long-Term Learning (Two Zoom sessions of 2-hours each)

Program: Capital District Regional Partnership Center

Audience: Teachers, chairpersons, administrators

Dates: 3/26/2024 to 3/28/2024

New

This training was developed to help participants gain a greater understanding of the instructional practice of explicit instruction and how to effectively implement it with students. Essential practices of explicit instruction will be covered and resources to support implementation will be shared.

65. Assessment and Grading in Differentiated Classrooms - Text-Based Discussions

Program: Upstate PDRC

Audience: NYS Religious and Independent School Leaders and Teachers

Dates: 3/26/2024 to 5/1/2024

Are you moving to a more differentiated classroom and wondering how that might impact your grading practices? Join us to explore how to align assessment and grading in differentiated classrooms. Participants will read brief essays (5-10 pages) by various practitioners in the field, then come together to reflect on how to connect the ideas to their own classroom practice. This series is designed for teachers or leaders who are interested in rethinking their grading systems to make them more equitable and beneficial for teachers, students, and their families.
March 26 Selected Reading: A Call to Action for Equitable Grading by Joe Feldman.
April 16 Selected Reading: Grading and Differentiation: Paradox or Good Practice? by Carol Ann Tomlinson.
May 1 Selected Reading: The Right Way to do Re-Dos by Rick Wormeli.

66. 2023-2024 Transition TSG- April

Program: Technical Skills Group (TSG) Catalog - North Country RPC

Audience: This session is intended for school districts participating in the 2023-2024 NC RPC Transition TSG: Ausable Valley, Chazy, Crown Point, Madrid Waddington, Morristown, Parishville-Hopkinton, Saranac, and Tupper Lake.

Dates: 4/9/2024

IMPORTANT NOTE: Registrants must work in a district that is participating in the 2023-24 NCRPC Transition TSG. Participants involved in the NC Transition TSG will gain knowledge of state and federal transition laws and regulations and tips to engage families and communities within the transition planning process. Participants will deepen their understanding of best practices and evidence-based strategies related to quality transition services and planning.

67. 2023-2024 Transition TSG- May

Program: Technical Skills Group (TSG) Catalog - North Country RPC

Audience: This session is intended for school districts participating in the 2023-2024 NC RPC Transition TSG: Ausable Valley, Chazy, Crown Point, Madrid Waddington, Morristown, Parishville-Hopkinton, Saranac, and Tupper Lake.

Dates: 5/14/2024

IMPORTANT NOTE: Registrants must work in a district that is participating in the 2023-24 NCRPC Transition TSG. Participants involved in the NC Transition TSG will gain knowledge of state and federal transition laws and regulations and tips to engage families and communities within the transition planning process. Participants will deepen their understanding of best practices and evidence-based strategies related to quality transition services and planning.

68. 2023-2024 Transition TSG- June

Program: Technical Skills Group (TSG) Catalog - North Country RPC

Audience: This session is intended for school districts participating in the 2023-2024 NC RPC Transition TSG: Ausable Valley, Chazy, Crown Point, Madrid Waddington, Morristown, Parishville-Hopkinton, Saranac, and Tupper Lake.

Dates: 6/11/2024

IMPORTANT NOTE: Registrants must work in a district that is participating in the 2023-24 NCRPC Transition TSG. Participants involved in the NC Transition TSG will gain knowledge of state and federal transition laws and regulations and tips to engage families and communities within the transition planning process. Participants will deepen their understanding of best practices and evidence-based strategies related to quality transition services and planning.

69. Specially Designed Instruction: A Guide for Families and Caregivers

Program: North Country Regional Partnership Center

Audience: Parents and caregivers of students with IEPs

Dates: 3/5/2025

New

The foundational training is intended to increase participants' basic understanding of SDI in order to increase knowledge of parents and other family members as engaged meaningful partners in the special education process and education of their child. (This session is presented in collaboration with the North Country School Age FACE Center.)

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