This 1.5 hour virtual training guides participants through the process of transitioning children from Early Intervention to Preschool Special Education.
NOTE: Virtual Meeting link will be sent out prior to the start of the training.

This is virtually delivered introductory PD for student study teams, RTI teams or other educators on instructional matching of interventions.

Participalnts will: *be able to identify and differentiate between skill-based , fluency-based, and performance-based interventions *learn when each of these approaches is appropriate, given the nature of the observed problem *learn how to titrate the intensity of an intervention to the learner as a response to instruction."

NOTE: Trainings will be held in Microsoft Teams. Meeting invites will be sent to all participants registered in Frontline.

The goal of this PD is for participants to gain fluency with the process of conducting a functional behavior assessment on which to build a theoretically sound BIP comprised of a complementary set of evidenced-based interventions. Participants should not register for this training if they have not completed FBA/BIP/PM Day 1.
NOTE: Zoom link will be sent out one day prior to the start of the training.

This is an introductory level professional development sequence for classroom teachers, special education teachers, school psychologists and administrators. It is delivered both synchronously and asynchronously allowing participants to work at their own pace on Module 1 and then coming together virtually with other participants virtually live for Modules 2 & 3. By the end of the series participants will be able to:Define universal screening.
*Describe the purpose of universal screening.
*Describe the features of a high-quality universal screening measure.
*Identify tools to guide them in selecting a universal screening measure.
*Describe ways in which data from a universal screening measure can be used.
NOTE: Training Link will be sent to registrants prior to start of training.

This training package provides a framework for the self-review of IEPs including the process and protocols as per State Performance Plan Indicator 13: An overview of the Transition planning process and key components of an Indicator 13 self-review of IEPs. Recommended for all 6-12 special education administrators, teachers, and related service providers in districts completing an Indicator #13 review this year or in the next two years.

Participants will develop their understanding of the components of a quality Individualized Education Program (IEP) designed to provide students with disabilities access to the general education curriculum. The training will cover the steps to developing a quality IEP with effective specially designed instruction (SDI) that will result in positive outcomes for students with disabilities and effective collaboration with general education teachers.
NOTE: The training will take place in a fully virtual format using the Microsoft Teams platform, with both asynchronous and synchronous components. Meeting and Team invites, as well as further instructions will be sent to all participants registered in Frontline.

This is an introductory level professional development sequence for classroom teachers, special education teachers, school psychologists and administrators. It is delivered both synchronously and asynchronously allowing participants to work at their own pace on Module 1 and then coming together virutually with other participants virtually live for Modules 2 & 3. Learning outcomes include

• Participants will be able to identify and name the elements of EDI

• Participants will be able to describe what EDI practices look like in a classroom

• Participants will be able to plan an EDI lesson using concepts and skills learned during this training. We will be using the Microsoft Teams platform. The link with Module #1 will be emailed to you November 2, 2020. Asynchronous Module #1 should be completed, including any submission of required activities and quiz, by the day we meet for Module # 2,Nov 17th 3:30 - 4:30.
Module #1: What is EDI? (asynchronous) Please complete before Module #2 meeting. Module #2: EDI Lesson Sequence (synchronous, link will be sent to participants prior to meeting November 17th)
There is approximately 1-2 hours of work to complete/submit between Modules #2 and #3. This is accounted for in additional CTLE credits/hours. Module #3: EDI Lesson Plan Discussion (synchronous, link will be sent to participants prior to meeting November 19th) CTLE/Hours will be awarded upon completion of all modules including submission of any required activities in Module 1.
NOTE: Trainings will be held in Microsoft Teams. Meeting and Team invites will be sent to all participants registered in Frontline.

This is virtually delivered introductory PD for student study teams, RTI teams or other educators on instructional matching of interventions. Participants will:
*be able to identify and differentiate between skill-based , fluency-based, and performance-based interventions
*learn when each of these approaches is appropriate, given the nature of the observed problem
*learn how to titrate the intensity of an intervention to the learner as a response to instruction.
NOTE: Link will be sent to registrants prior to the start of the training.

Developed by the Center on the Social and Emotional Foundations for Early Learning (CSEFEL), Positive Solutions for Families is an evidence-based parent training to help parents promote positive and effective parenting behaviors, which will in turn promote children's social and emotional development and address the challenging behavior and mental health needs of children in early childhood programs.The training materials provide information for families on how to promote children's social and emotional skills, understand their problem behavior, and use positive approaches to help children learn appropriate behavior.
NOTE: Zoom link will be sent to registrants prior to start of training.

This training will be delivered both synchronously and asynchronously. The dates listed are for the synchronous portion, allowing for 2 asynchronous portions to be done on your own time. This workshop gives the participants an overview of specially designed instruction for students with disabilities. Through this training, attendees will:
• Develop a working knowledge about the core components of specially designed instruction
• Learn ethical and legal reasons behind the use of specially designed instruction
• Examine of the barriers for students with disabilities and how specially designed instruction addresses those barriers
• Understand how specially designed instruction is used alongside other instructional strategies
• Explore the process of developing appropriate specially designed instruction based on student needs and characteristics Case studies and activities will be used throughout the workshop so that participants can apply this knowledge to their work with students with disabilities.

This training package provides a framework for the self-review of IEPs including the process and protocols as per State Performance Plan Indicator 13: An overview of the Transition planning process and key components of an Indicator 13 self-review of IEPs. Recommended for all 6-12 special education administrators, teachers, and related service providers in districts completing an Indicator #13 review this year or in the next two years.

This is an introductory level professional development sequence for classroom teachers, special education teachers, school psychologists and administrators. It is delivered both synchronously and asynchronously allowing participants to work at their own pace on Module 1 and then coming together virtually with other participants virtually live for Modules 2 & 3. By the end of the series participants will be able to:Define universal screening.
*Describe the purpose of universal screening.
*Describe the features of a high-quality universal screening measure.
*Identify tools to guide them in selecting a universal screening measure.
*Describe ways in which data from a universal screening measure can be used.
NOTE: Training Link will be sent to registrants prior to start of training.

Participants will:

• Understand Multiple Pathways to graduation as delineated in New York State law and regulations

• Understand Safety Net options available to support graduation for students with disabilities

• Understand the requirements for the Skills and Achievement Commencement Credential ad the Career Development and Occupational Studies (CDOS) Commencement Credential

• 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 Pathway selection and throughout the transition planning process
NOTE: Link to registrants will be sent prior to date of training.

Participants will gain the knowledge needed to:
-develop an IEP (Individualized Education Program) with the incorporation of grade level standards to help students receive specially designed instruction necessary to access their grade level curriculum.
-develop and begin implementation of a quality IEP with effective SDI (Specially designed instruction) resulting in positive outcomes for students with disabilities and effective collaboration with general education teachers. Prerequisite: Participants should attend "Creating an IEP” first and understand the foundational pieces that make up an IEP.
NOTE:Training will be held in Microsoft Teams. Meeting and Team invites will be sent to all participants registered in Frontline.

This is an introductory level professional development sequence for classroom teachers, special education teachers, school psychologists and administrators. It is delivered both synchronously and asynchronously allowing participants to work at their own pace on Module 1 and then coming together virtually with other participants virtually live for Modules 2 & 3. Learning outcomes include br/>

• Participants will be able to identify and name the elements of EDI




• Participants will be able to describe what EDI practices look like in a classroom




• Participants will be able to plan an EDI lesson using concepts and skills learned during this training.
We will be using the Microsoft Teams platform. The link with Module #1 will be emailed to you November 30, 2020. Asynchronous Module #1 should be completed, including any submission of required activities and quiz, by the day we meet for Module # 2,Dec 15th 3:30 - 4:30.
Module #1: What is EDI? (asynchronous) Please complete before Module #2 meeting. Module #2: EDI Lesson Sequence (synchronous, link will be sent to participants prior to meeting December 15th)
There is approximately 1-2 hours of work to complete/submit between Modules #2 and #3. This is accounted for in additional CTLE credits/hours. Module #3: EDI Lesson Plan Discussion (synchronous, link will be sent to participants prior to meeting December 17th) CTLE/Hours will be awarded upon completion of all modules including submission of any required activities in Module 1.
NOTE: Trainings will be held in Microsoft Teams. Meeting and Team invites will be sent to all participants registered in Frontline.

This is virtually delivered introductory PD for student study teams, RTI teams or other educators on instructional matching of interventions. Participants will:
*be able to identify and differentiate between skill-based , fluency-based, and performance-based interventions
*learn when each of these approaches is appropriate, given the nature of the observed problem
*learn how to titrate the intensity of an intervention to the learner as a response to instruction.
NOTE: Link will be sent to registrants prior to the start of the training.

This is an introductory level professional development sequence for classroom teachers, special education teachers, school psychologists and administrators. It is delivered both synchronously and asynchronously allowing participants to work at their own pace on Module 1 and then coming together virtually with other participants virtually live for Modules 2 & 3. Learning outcomes include


• Participants will be able to identify and name the elements of EDI


• Participants will be able to describe what EDI practices look like in a classroom >


• Participants will be able to plan an EDI lesson using concepts and skills learned during this training.
We will be using the Microsoft Teams platform. The link with Module #1 will be emailed to you January 4, 2021. Asynchronous Module #1 should be completed, including any submission of required activities and quiz, by the day we meet for Module # 2,Jan 12, 2120 3:30 - 4:30.
Module #1: What is EDI? (asynchronous) Please complete before Module #2 meeting. Module #2: EDI Lesson Sequence (synchronous, link will be sent to participants prior to meeting Jan 12, 2021th)
There is approximately 1-2 hours of work to complete/submit between Modules #2 and #3. This is accounted for in additional CTLE credits/hours. Module #3: EDI Lesson Plan Discussion (synchronous, link will be sent to participants prior to meeting Jan 14, 2021) CTLE/Hours will be awarded upon completion of all modules including submission of any required activities in Module 1.
NOTE: Trainings will be held in Microsoft Teams. Meeting and Team invites will be sent to all participants registered in Frontline.

This is an introductory level professional development sequence for classroom teachers, special education teachers, school psychologists and administrators. It is delivered both synchronously and asynchronously allowing participants to work at their own pace on Module 1 and then coming together virtually with other participants virtually live for Modules 2 & 3. By the end of the series participants will be able to:Define universal screening.
*Describe the purpose of universal screening.
*Describe the features of a high-quality universal screening measure.
*Identify tools to guide them in selecting a universal screening measure.
*Describe ways in which data from a universal screening measure can be used.
NOTE: Training Link will be sent to registrants prior to start of training.

This is virtually delivered introductory PD for student study teams, RTI teams or other educators on instructional matching of interventions. Participants will:
*be able to identify and differentiate between skill-based , fluency-based, and performance-based interventions
*learn when each of these approaches is appropriate, given the nature of the observed problem
*learn how to titrate the intensity of an intervention to the learner as a response to instruction.
NOTE: Link will be sent to registrants prior to the start of the training.

Developed by the Center on the Social and Emotional Foundations for Early Learning (CSEFEL), Positive Solutions for Families is an evidence-based parent training to help parents promote positive and effective parenting behaviors, which will in turn promote children's social and emotional development and address the challenging behavior and mental health needs of children in early childhood programs. The training materials provide information for families on how to promote children's social and emotional skills, understand their problem behavior, and use positive approaches to help children learn appropriate behavior.
NOTE: Zoom link will be sent to registrants prior to start of training.