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Catalog: DCMO BOCES (Web Registration)

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1. Navigating AI: Using AI in the Classroom Self-Paced Online Course

Program: Online Workshops

Audience: teachers and librarians

Dates: On-Going (Ends Jun 2, 2025)

The full self-paced course will explore basic AI concepts and applications, examine classroom and schoolwide guidelines, and identify collaborative opportunities to incorporate AI literacy. Five hours of CTLE credit will be given for completing the course.

Course must be completed by December 31, 2025.
  • Enrolled: 11/100
  • Wait: 0/0

2. Dignity for All Students (the 6 hour training required for certification) 25-26

Program: Online Workshops

Audience: Teachers and Leaders in need of DASA course for certification.

Dates: On-Going (Ends Jun 14, 2026)

Location: Online

Harassment, Bullying, Cyberbullying, and Discrimination in Schools: Prevention and Intervention The New York State Education Department (NYSED) Dignity for All Students Act (DASA) requires that everyone applying for teaching certification have 6 hours of coursework or training on the social patterns of harassment, bullying, and discrimination. DCMO BOCES is an approved provider of this training. Note: Any participant who is not an employee of DCMO BOCES or a DCMO Regional Component School will be charged $99 (will be billed either through a cross contract or invoiced separately.
  • Enrolled: 17/300
  • Wait: 0/0

3. Lead Evaluator - Self-Paced 25-26

Program: Online Workshops

Audience: Lead Evaluators

Dates: On-Going (Ends Jun 15, 2026)

Location: Online

Self Paced Course
This workshop will serve as the required Lead Evaluator Training for 2025 for new and experienced administrators. Throughout the training, there will be elements that are required by all participants, and elements that experienced administrators may skip if they choose. New administrators are encouraged to complete all of the activities and assignments. All participants are encouraged to personalize this training to meet your needs as a leader and evaluator. This training only covers required elements for districts using 3012-d approved plans. If your district is using an approved 3012-e plan, please reach out to Ginger Rinaldo at ginger.rinaldo@dcmoboces.com. (Original training created 2022-2023)
  • Enrolled: 12/100
  • Wait: 0/0

4. New Mentor Training - Self-paced Course 2025-2026

Program: Online Workshops

Audience: all staff who plan to become mentors

Dates: On-Going (Ends May 30, 2026)

Location: Online Self-Paced

Self Paced Course
This workshop is for teachers who plan to become a mentor for new teachers, or have been a mentor in the past but could use a refresher with how to support their mentees. Information regarding NYS Teaching Standards, NYS Mentoring Standards, Growth Mindset, APPR, Cognitive Coaching, and building relationships are included.
As a self-paced course, participants watch videos and read articles and documents and then fill out reflection forms to work through the material. All questions can be directed to Nan Gizowski at gizowskd@dcmoboces.com Created Fall 2022
  • Enrolled: 12/100
  • Wait: 0/0

5. The SUNY New Paltz Science of Reading Microcredential

Program: Literacy

Audience: K-12 Educators, Reading and Intervention Specialists, and Administrators

Dates: 8/1/2025 to 2/12/2026

Closed
Earn continuing education credits and a Science of Reading Micro credential via this self-paced course created by SUNY New Paltz School of Education Faculty. Educators will have 6 months to complete this 35 hour online course which is embedded with support and check-ins hosted by DCMO BOCES. Educators will be empowered with innovative, research-backed tools and techniques for enhancing literacy instruction to support all learners including struggling readers in elementary, middle school, and high school.
  • Enrolled: 20/20
  • Wait: 0/0

6. 2025-2026 Principal Meeting

Program: Leadership

Audience: Building and District Administrators including Principals, Assistant Principals, Directors, etc...

Dates: 9/10/2025 to 6/4/2026

Administrators in our BOCES region meet periodically to hear the latest news and regulatory advice, share and discuss common issues, and to further their own professional learning. There is no charge to attend these meetings; the cost is built into the ISS base fee.

In the 2025 - 2026 school year, Principal Meeting sessions will focus on:
-Portrait of a Graduate and the NYS Graduation Measures Initiative
-Project Based Learning and Standards Based Grading knowledge building
-Artificial Intelligence Integration - use and policy
-Improving Student Attendance and Behavior
-Creating and maintaining positive relationships and a welcoming and affirming environment
-Regional sharing opportunities
-NYSED and BOCES updates, announcements, and Round Table

Specific meetings may be split into grade level bands or titles (Elementary & MS/HS or Principal & Assistant Principals) based on the monthly topic of discussion. Meeting locations and times may vary. The format for meetings will vary to meet the demands on administrator time constraints.

Administrators are encouraged to attend these meetings in person whenever possible. We encourage each district to designate at least one administrator per meeting to attend in person. A zoom option will be available for those unable to participate in person. Reach out to kerry.simmons@dcmoboces.com for a zoom link at least one day prior to the meeting.
  • Enrolled: 32/80
  • Wait: 0/0

7. Professional Learning Steering Committee

Program: Leadership

Audience: District representatives may be an administrator or other instructional leader.

Dates: 9/17/2025 to 5/6/2026

Professional Learning Steering Committee * BY INVITATION ONLY *

The Professional Learning Steering Committee is a subcommittee of the DCMO BOCES Instructional Services Advisory Committee (ISAC). All participating districts identify 1-2 representatives to attend the monthly meetings, serve in an advisory capacity, and share relevant updates with their district administrative team members. District representatives may be an administrator or other instructional leader. The goal of the Professional Learning Steering Committee is "To innovate, examine, and recommend regional practices and programs that support student and adult learning."

Please note that all Professional Learning Steering Committee meetings will e held in person. A Zoom option will be available for those not able to attend the in-person meeting.
  • Enrolled: 14/35
  • Wait: 0/0

8. Tiny Humans, Big Emotions Virtual Book Club: Understanding and Supporting Emotional Development in Children

Program: Social & Emotional Learning

Audience: All School Staff

Dates: 9/18/2025 to 12/11/2025

Closed
Join us for a thoughtful and practical book club designed to help adults better understand, nurture, and respond to the complex emotional world of children. Through engaging readings, open discussions, and real-world reflections, we'll explore key concepts around emotional regulation, co-regulation, attachment, empathy, and behavior management.
Each session will focus on chapters or themes from the book that translate developmental psychology into actionable tools. Whether you're an educator and/or a parent you'll leave each meeting with new insights and simple strategies to support the little humans in your life-while taking care of your own emotional well-being, too.

What to Expect:

-Weekly discussions based on selected readings

-Real-life application and reflection prompts

-Supportive, judgment-free space for sharing experiences

-Practical tools for emotional coaching and connection

Participants will be sent the book, zoom link and book club guide upon registration. The group will discuss how the overall themes of the book inspire us to fuel this movement and create lasting positive change for an emotionally intelligent future.

Sessions will occur monthly beginning in September and ending in December from 3:30-4:30pm on the following dates:

September 18, 2025
October 16, 2025
November 13, 2025
December 11, 2025
  • Enrolled: 13/13
  • Wait: 0/0

9. Data-Based Decision-Making to Improve Student Performance Targeted Skills Group

Program: Regional Partnership Center

Audience: District and school administrators, literacy specialists, school psychologists, interventionists, other school staff


Only invited schools- GMU, Greene and Hancock

Dates: 9/24/2025 to 5/21/2026

Targeted Skills Groups will adopt a team structure that focuses on data-based decision-making, while using a tool/checklist to ensure fidelity of implementation, in order to improve the outcomes for all students.

  • Enrolled: 21/35
  • Wait: 0/0

10. Transition Targeted Skills Group (TSG) @ ISSC-

Program: Regional Partnership Center

Audience: The Transition Targeted Skills Group (TSG) is a result of the OSE Educational Partnership Designations for a Focused Intervention. This provides districts with the requirements of the State Performance Plan (SPP) 13: Secondary Transition. During this TSG we will review the requirements and provide professional development encompassing the best practices to meet the requirements of Secondary Transition Planning and the Documentation of this in the Individualized Education Program (IEP) of student

Dates: 9/30/2025 to 3/10/2026

The Transition Targeted Skills Group (TSG) is a result of the OSE Educational Partnership Designations for a Focused Intervention. This provides districts with the requirements of the State Performance Plan (SPP) 13: Secondary Transition. During this TSG we will review the requirements and provide professional development encompassing the best practices to meet the requirements of Secondary Transition Planning and the Documentation of this in the Individualized Education Program (IEP) of students that are 14 and older. Participants take a deep dive in best practices, reflect on current systems and practices, are provided numerous resources to build their own transition resource binder, collaborate with additional school district participants and provide facilitated work time with scaffolding.

Note: The first Training Session is Mandatory for all participants/district team representatives. This session includes training mandated for all districts that will be part of the SPP Indicator #13 Compliance Review in the 2026-2027 school year. All CSE Chairpersons for secondary students and any administrator that is responsible for the meetings that may include Directors of Special Education Programs and/or Principals or Superintendents.

Coaching sessions will be scheduled with the district for additional support and scaffolding. Registrations for each session will be created once the date and time has been scheduled. It is a requirement that a coaching session of at least 1 hour will be provided by a Regional Partnership Center (RPC) member and at least one district team member.

26 (minimally)
Each Training Day 5.5 hours
Coaching Days are district dependent 1 1/4 6 hours

  • Enrolled: 10/30
  • Wait: 0/0

11. Transition Targeted Skills Group (TSG) @ DCMO

Program: Regional Partnership Center

Audience: The Transition Targeted Skills Group (TSG) is a result of the OSE Educational Partnership Designations for a Focused Intervention. This provides districts with the requirements of the State Performance Plan (SPP) 13: Secondary Transition. During this TSG we will review the requirements and provide professional development encompassing the best practices to meet the requirements of Secondary Transition Planning and the Documentation of this in the Individualized Education Program (IEP) of student

Dates: 10/2/2025 to 4/2/2026

The Transition Targeted Skills Group (TSG) is a result of the OSE Educational Partnership Designations for a Focused Intervention. This provides districts with the requirements of the State Performance Plan (SPP) 13: Secondary Transition. During this TSG we will review the requirements and provide professional development encompassing the best practices to meet the requirements of Secondary Transition Planning and the Documentation of this in the Individualized Education Program (IEP) of students that are 14 and older. Participants take a deep dive in best practices, reflect on current systems and practices, are provided numerous resources to build their own transition resource binder, collaborate with additional school district participants and provide facilitated work time with scaffolding.

Note: The first Training Session is Mandatory for all participants/district team representatives. This session includes training mandated for all districts that will be part of the SPP Indicator #13 Compliance Review in the 2026-2027 school year. All CSE Chairpersons for secondary students and any administrator that is responsible for the meetings that may include Directors of Special Education Programs and/or Principals or Superintendents.

Coaching sessions will be scheduled with the district for additional support and scaffolding. Registrations for each session will be created once the date and time has been scheduled. It is a requirement that a coaching session of at least 1 hour will be provided by a Regional Partnership Center (RPC) member and at least one district team member.

26 (minimally)
Each Training Day 5.5 hours
Coaching Days are district dependent 1 1/4 6 hours

  • Enrolled: 26/30
  • Wait: 0/0

12. Graduation Targeted Skills Group (TSG)

Program: Regional Partnership Center

Audience: Delaware Academy, Hunter-Tannersville Central School, Milford Central School, Stamford Central School, and Worcester Central School.

Dates: 10/7/2025 to 4/14/2026

The Graduation Targeted Skills Group (TSG) is a result of the OSE Educational Partnership Designations for a Focused Intervention. Districts will develop systems using evidence-based practices and best practices to enhance the successful completion of school for students with disabilities during the training sessions. Training will include information about Work-Based Learning (WBL), Student Centered Planning, Self-Determination, Career Development and Occupational Studies (CDOS) across the lifespan, Early Warning Systems, Transition Planning and Multiple Pathways to Graduation.

Coaching sessions will be held every other month where the district representative/teams will meet with the Regional Partnership Center (RPC) specialist and/or the Family Engagement Facilitator from the Family and Community Engagement Center (FACE) for a scaffolded approach to gathering and reviewing district specific data, determining root causes and creating a system to address those root causes including preventative procedures. It is an expectation of the Office of Special Education that this occurs for a minimum of 1 hour with at least one district team member. Registration for each session will be created once the date and time has been mutually agreed upon.


The districts are asked to create a team of representatives that must include an administrative representative that has the authority to make decisions and CSE chairperson/ director, as well as general and special education teachers, school counselor(s), and transition coordinator(s).
  • Enrolled: 5/30
  • Wait: 0/0

13. DCMO BOCES Regional All Means All Steering Committee

Program: Leadership

Audience: Superintendents, Assistant Superintendents, Curriculum Directors, Administrators, Principals, Teacher Leaders

Dates: 10/8/2025 to 5/6/2026

2025-2026 All Means All Steering Committee Dates

All meetings are from 12:30 - 3:00 pm


October 8, 2025: DCMO BOCES Support Services Center, Norwich NY (SSC)

November 5, 2025: SSC

December 10, 2025: DCMO BOCES Harrold Campus, Sidney Center, NY (Harrold)

January 7, 2025: SSC

February 11, 2025: SSC

March 4, 2025: SSC

April 1, 2025: Harrold

May 6, 2025: SSC
  • Enrolled: 8/45
  • Wait: 0/0

14. The Craftsman's Guidebook

Program: Arts

Audience: Arts and Music Teachers, Curriculum Leaders, Administrators

Dates: 10/10/2025 to 6/11/2026

Closed
Join us for an engaging professional development series that introduces The Craftsman's Guidebook-a four-level framework designed to help educators build and sustain a standards-aligned, inclusive, and visionary arts curriculum. From establishing a shared mission and unpacking the New York State Arts Standards to implementing vertically aligned benchmarks and culturally responsive practices, this model offers a clear, collaborative path for transforming arts instruction. Participants will explore essential tools like "I Can" statements, Learning Progression Charts, and standards-based assessments, all while aligning with MTSS to meet the diverse needs of every student. Whether you're laying the groundwork or refining your district-wide arts strategy, this series equips you with the strategies, resources, and community connections to elevate your practice. *$600-$700 per person (*District will be billed actual cost. Actual cost will depend on number of participants).
  • Enrolled: 44/44
  • Wait: 0/0

15. LETRS Volume 1 2025-2026

Program: Literacy

Audience: All teachers of ELA, reading and reading intervention

Dates: 10/20/2025 to 3/2/2026

Closed
This course is the first half of the LETRS series focusing on word-reading instruction: phonological awareness, decoding, and sight recognition.

Participants will receive the LETRS Volume 1, 3rd edition Manual and a 1 year online license

The cost for this sequence is approx. $795 per participant if 40 registrations are secured. Approx. $1070 per participant if 25 registrations are secured and approx. $1784 per participant if 15 registrations are secured.
  • Enrolled: 23/23
  • Wait: 0/0

16. LETRS Volume 2: 2025-2026

Program: Literacy

Audience: This sequence is only for participants who have completed Volume 1. This prerequisite is essential; we cannot make exceptions.

Dates: 10/21/2025 to 3/3/2026

Closed
This course is the second half of the LETRS series focusing on language comprehension: vocabulary, background knowledge, language structure, literacy knowledge, and verbal reasoning.

Participants will receive the LETRS Volume 2, 3rd edition manual and a 1 year online license

The cost for this sequence is approx. $794 per participant if 40 registrations are secured. Approx. $1070 per participant if 25 registrations are secured and approx.. $1784 per participant if 15 registrations are secured.
  • Enrolled: 12/12
  • Wait: 0/0

17. Book Study Series 6-12: Bad at Math?: Dismantling Harmful Beliefs That Hinder Equitable Mathematics Education

Program: Math

Audience: 6-12 staff

Dates: 10/29/2025 to 2/9/2026

Closed
Nearly 93% of Americans experience some form of math anxiety at some point in their life. (Blazer C. Strategies for Reducing Math Anxiety [Information capsule] 2011). In many instances this serves as a barrier, preventing otherwise capable people from entering innovative fields such as STEAM (Science, Technology, Engineering, Art, and Mathematics). In this book club we will broaden our definition of mathematics and recognize how our actions in the classroom play a role in the development of math identity of our students by reading and discussing Bad at Math?: Dismantling Harmful Beliefs That Hinder Equitable Mathematics Education by Lidia Gonzalez.
Separate sessions will be held for K-5 teachers and 6-12 teachers. THIS session is for 6-12 teachers.

**This will be a hybrid series, with Unatego teachers meeting on-site at Unatego and other districts connecting virtually
  • Enrolled: 6/6
  • Wait: 0/0

18. Book Study Series K-5: Bad at Math?: Dismantling Harmful Beliefs That Hinder Equitable Mathematics Education

Program: Math

Audience: K-5 staff

Dates: 10/29/2025 to 2/9/2026

Closed
Nearly 93% of Americans experience some form of math anxiety at some point in their life. (Blazer C. Strategies for Reducing Math Anxiety [Information capsule] 2011). In many instances this serves as a barrier, preventing otherwise capable people from entering innovative fields such as STEAM (Science, Technology, Engineering, Art, and Mathematics). In this book club we will broaden our definition of mathematics and recognize how our actions in the classroom play a role in the development of math identity of our students by reading and discussing Bad at Math?: Dismantling Harmful Beliefs That Hinder Equitable Mathematics Education by Lidia Gonzalez.
Separate sessions will be held for K-5 teachers and 6-12 teachers. THIS session is for K-5 teachers.

**This will be a hybrid series, with Unatego teachers meeting on-site at Unatego and other districts connecting virtually
  • Enrolled: 5/5
  • Wait: 0/0

19. LETRS Volume 2 :2025-2026 Work Sessions

Program: Literacy

Audience: This is only open to participants enrolled in LETRS Volume 2: 2025-2026

Dates: 11/18/2025 to 3/31/2026

Due to the condensed scheduling of LETRS Volume 2, we will offer a work day in between the facilitated workshops to allow teachers to complete additional suggested independent work. We have created these optional, non facilitated work sessions for participants of LETRS Volume 2 to have a chance to work together if they choose to do so or to work independently to complete the work of LETRS. Work sessions are scheduled halfway between the in-person training sessions. We anticipate Christine Newell from DCMO BOCES will be available as an informal resource. If your school participates in Stipend Reimbursement and/or Sub Reimbursement these work days will allow for a reimbursement to take place. Please bring your laptop, LETRS materials, and headphones/earbuds with you to each work session. Lunch is on your own. ** This is only open to participants enrolled in LETRS Volume 2:2025-2026.
  • Enrolled: 10/13
  • Wait: 0/0

20. Consultant Teacher Services: Supporting Classroom and Curriculum Participation
(Asynchronus training stating from December 1st-31st)

Program: Online Workshops

Audience: Special education teachers; general education teachers; administrators

Dates: On-Going (Ends Dec 31, 2025)

Self Paced
The purpose of this training is to help participants understand how to use consultant teacher services to support the participation of students with disabilities in the general education classroom and curriculum. Participants will examine the purpose and goals of including consultant teacher services in a student's Individualized Education Program (IEP). The training will define consultant teacher services according to New York State regulations as well as offer insight into what effective consultant teacher services look like in the classroom. Participants will learn how to determine if consultant teacher services are appropriate for meeting a student with a disability's unique educational needs, what information about consultant teacher services should be included in an IEP, and the roles and responsibilities of educators in providing these services. We will also explore how teachers can engage in effective collaboration and co-planning to ensure the effective delivery of high-quality consultant teacher services.


***Please ignore the time and date. This is a self-paced course starting from December 1st-31st***
  • Enrolled: 12/25
  • Wait: 0/0

21. Phonological Awareness: Establishing Foundations for Reading Success (Asynchronous Training from December 1st-31 st)

Program: Online Workshops

Audience: Literacy/Reading instructors; Special Education Teachers; General Education Teachers; Administrators

Dates: On-Going (Ends Dec 31, 2025)

Self Pace
The purpose of this training is to help participants gain a greater understanding of the Science of Reading; specifically, what phonological awareness is and how crucial this skillset is to the foundation of reading success. Participants will explore what skills to teach when, and how to teach these skills for students to master phonological awareness. The training will also provide context for the importance of using assessments to improve the effectiveness of phonological instruction for students. To overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading.


***Please ignore the time and date. This is a self-paced course from December 1st-31st.***
  • Enrolled: 4/20
  • Wait: 0/0

22. Seals, Endorsements and Designations: Using Distance Learning to Expand Opportunities and Pathways to Graduation

Program: Distance Learning

Audience: District Superintendents, High School Principals, Directors of Curriculum and Instruction, Distance Learning Coordinators, and Distance Learning Advisory Committee.

Dates: 12/9/2025

Starting Soon
Ensuring Equity and Excellence through Inter-District Sharing:
The shift to the New York Inspires Portrait of a Graduate and the new Graduation Seals and Designations is the most significant educational reform in decades. To ensure seamless implementation and equitable access for every student across our region, we must collaboratively plan how these new proficiency requirements will be supported as a formalized Distance Learning sub-service.
Join us to define the framework for inter-district collaboration, leverage our existing CoSer model, and build a unified system for managing Capstone Projects, Work-Based Learning, and proficiency-based course access.
  • Enrolled: 16/40
  • Wait: 0/0

23. Strengthening our Core: School Library Values in Practice

Program: School Library Systems

Audience: School librarians

Dates: 12/10/2025

Starting Soon
Join us for an exciting day of professional learning as
librarians gather around New York State to listen, discuss, and
share best practices on programs, projects, and assignments
based on the five ALA Core Values of Librarianship!

  • Enrolled: 6/30
  • Wait: 0/0

24. First in Math Play Day!

Program: Math

Audience: Teachers of math or special education, grades K-8

Dates: 12/12/2025

Come learn about the platform that is available to all students in NYS Grades K-8 due to it being paid for in the state budget through the Expanded Math Access Program! We will spend part of the day exploring the teacher side of the platform to understand how to suggest games that are aligned to the math learning standards, generate reports that show what students are mastering, adjust what students have available to them to better differentiate their learning, and resources that are available to keep students motivated.
We will also spend a good deal of time in the platform learning the games as a player! If participants already have a teacher account, they can begin earning their own stickers to compete against their class (and other teachers' classes!).
Participants will also learn about the games students play to compete in the annual NYS Math Tournament in Albany, where the grand prize at each grade level is $5000!
  • Enrolled: 10/35
  • Wait: 0/0

25. Fundamentals of Work-Based Learning (WBL)

Program: Regional Partnership Center

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

Dates: 12/12/2025

New
Fundamentals of WBL will provide Educational Organizations (EOs) with the foundational knowledge of what high-quality WBL looks like in New York State (NYS) including but not limited to: exploring registered programs and unregistered experiences available to students with disabilities, reviewing the career development process and the NYS framework for WBL, infusing WBL into individual education programs (IEPs), and determining who the essential partners are in order to ensure students are receiving an individualized and collaborative experience.
  • Enrolled: 0/30
  • Wait: 0/0

26. Implementing Unregistered Work-Based Learning (WBL) Experiences

Program: Regional Partnership Center

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

Dates: 12/12/2025

New
Implementing Unregistered WBL (WBL) Experiences provides Educational Organizations (EOs) with the 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. It is suggested as a follow-up/next step in the WBL series after completing Fundamentals of Work-Based Learning.
  • Enrolled: 0/30
  • Wait: 0/0

27. Creating the IEP

Program: Regional Partnership Center

Audience: General and special education teachers, psychologists, related services, and chairpersons. Administrators who
may be in a dual administrative role such as chairpersons or directors of special education.

Dates: 12/17/2025

Participants will develop their understanding of the components of a quality IEP designed to
provide students with disabilities access to the general education curriculum.
  • Enrolled: 12/25
  • Wait: 0/0

28. IEP Writing Workshop @ ONC BOCES ISSC in Oneonta

Program: Regional Partnership Center

Audience: Special Education teachers and Related Service Providers

Dates: 12/18/2025

Disclaimer: Participants must attend Creating the IEP training before they will have access to this IEP Writing Day. If you attended Creating the IEP in the 2025-2025 school year, you are able to attend.

Participants will:
Learn how to write quality IEPs with review around Present Levels of Performance, Goal Writing, and Accommodationations/Modifications
Have collaboration time to work with other educators throughout the region and ask questions of the trainer

Participants should bring draft copies (or electronic access to a draft) of IEPs to work throughout the day.
  • Enrolled: 1/25
  • Wait: 0/0

29. Phonics and Word Recognition: Establishing the Foundations for Reading Success

Program: Regional Partnership Center

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

Dates: 1/5/2026

Participants will be able to:
1.Describe the legal and ethical importance of providing research-based instruction in phonics and word recognition.
2.Define phonics and word recognition and describe why they are important to overall reading development.
3.Explain when and how to teach phonics and word recognition according to our current knowledge of the science of reading.
4.Identify ways in which classroom assessments can be used to improve phonics and word recognition instruction and student outcomes.
5.Describe ways in which students with diverse backgrounds and learning needs can be provided with individualized phonics and word recognition support.
  • Enrolled: 2/20
  • Wait: 0/0

30. IEP Writing Workshop at ONC BOCES- OAOC

Program: Regional Partnership Center

Audience: Special Education teachers and Related Service Providers

Dates: 1/6/2026

Disclaimer: Participants must attend Creating the IEP training before they will have access to this IEP Writing Day. If you attended Creating the IEP in the 2023-2024 school year, you are able to attend.

Participants will:
Learn how to write quality IEPs with review around Present Levels of Performance, Goal Writing, and Accommodationations/Modifications
Have collaboration time to work with other educators throughout the region and ask questions of the trainer

Participants should bring draft copies (or electronic access to a draft) of IEPs to work throughout the day.
  • Enrolled: 0/25
  • Wait: 0/0

31. Diploma and Credential Options for Students with Disabilities

Program: Regional Partnership Center

Audience: General and Special Education Administrators, Special Education Teachers, School Counselors, School Psychologists and other Related Service Providers.

Dates: 1/6/2026

This training is designed to ensure that students with disabilities and their families are aware of the multiple pathways to graduate school with a diploma and exiting credentials.
1. Define Self-Determination
2. Discuss credit requirements for graduation
3. Discuss the multiple pathways to Regents diploma
4. Discuss appeal eligibility criteria
5. Discuss safety nets for students with disabilities
6. Discuss exiting credentials
  • Enrolled: 0/2
  • Wait: 0/0

32. Book Study - "The AI Infused Classroom" 3:30pm-4:30pm

Program: Instructional Technology

Audience: Teachers that want to investigate the use of Artificial Intelligence in the classroom

Dates: 1/6/2026 to 2/10/2026

As a teacher, how would I use AI in the classroom? In this book study, we will use Holly Clark's "The AI Infused Classroom" to explore the transformative world of Artificial Intelligence. Our goal is to discover and apply practical, student-centered uses of AI. We will delve into key topics, including: enhancing the writing process, documenting student learning, leveraging powerful AI tools, promoting deeper thinking, cultivating a questioning mindset, navigating plagiarism, and mastering prompt engineering. 6-hours of PD (one hour a week of online discussion of the assigned chapters of the book)
  • Enrolled: 0/25
  • Wait: 0/0

33. Book Study - "The AI Infused Classroom" 7pm-8pm

Program: Instructional Technology

Audience: Teachers that want to investigate the use of Artificial Intelligence in the classroom

Dates: 1/6/2026 to 2/10/2026

As a teacher, how would I use AI in the classroom? In this book study, we will use Holly Clark's "The AI Infused Classroom" to explore the transformative world of Artificial Intelligence. Our goal is to discover and apply practical, student-centered uses of AI. We will delve into key topics, including: enhancing the writing process, documenting student learning, leveraging powerful AI tools, promoting deeper thinking, cultivating a questioning mindset, navigating plagiarism, and mastering prompt engineering. 6-hours of PD (one hour a week of online discussion of the assigned chapters of the book)
  • Enrolled: 0/25
  • Wait: 0/0

34. *New* Biology and Earth & Space Investigations Round Table

Program: Science

Audience: Teachers of Life Science: Biology and Earth & Space Science

Dates: 1/8/2026

New
With some districts offering the NYSSLS-aligned Regents courses in Biology and Earth & Space Science last year, and some not offering them until this year, teachers could benefit from time to meet to discuss and share tips and ideas regarding the administration of the new required investigations for each course. This facilitated discussion session will offer time for teachers to read through, examine, and analyze each of the investigations for their respective courses. Some of the time will be for general discussion for both courses, then groups will have course-specific time. Teachers are encouraged to share resources and ideas. Printed copies of both teacher and student materials will be available to review. A flexible agenda will allow for additional discussion about curriculum, instruction, and the exams that have been administered so far.
  • Enrolled: 0/40
  • Wait: 0/0

35. Testing Accommodations for Students
with Disabilities

Program: Regional Partnership Center

Audience:
Special Education Teachers, General Education Teachers, Building Principals/Administrators, Committee on Special
Education (CSE) Chairpersons, Parents/Familie

Dates: 1/14/2026

Participants will:
- know the purpose of test
accommodations.
- define test accommodations.
- understand their role in supporting a
student with their test accommodations.
- recognize that instructional
accommodations used in the classroom
should be aligned with the testing
accommodations provided during
assessment.
  • Enrolled: 3/25
  • Wait: 0/0

36. Introduction to 3D Design with Tinkercad

Program: Instructional Technology

Audience: K-12 Teachers and Support Staff looking to integrate 3D modeling into their classrooms

Dates: 1/15/2026 to 1/16/2026

This hands-on course introduces educators and students to the fundamentals of 3D design using Tinkercad, a free, browser-based modeling tool. Participants will explore basic and intermediate features of the platform while developing real-world design projects.

Over the span of 14 hours, learners will progress from simple shape manipulation to more advanced modeling techniques, including alignment, grouping, and hole tools.
  • Enrolled: 2/8
  • Wait: 0/0

37. Developing Measurable Annual Goals

Program: Regional Partnership Center

Audience:
Special education teachers; general education teachers; administrators

Dates: 1/20/2026

The Purpose of this training is to help participants gain skills to develop measurable goals in the Individual Education Program (IEP). Participants will learn the regulations related to goal writing, how to develop observable language for the goal and how to determine the specific components that measure progress in the goal. The training will also focus on the importance of well written, data-based present levels of performance as the foundation of the goals.
  • Enrolled: 0/25
  • Wait: 0/0

38. Building Futures: Hands-On Learning with LEGO Spike Prime Kit - Claim Your Kit!

Program: Instructional Technology

Audience: Grades 6-8 Teachers

Dates: 1/22/2026

Join us for an exciting hands-on workshop, "Building Futures: Hands-On Learning with LEGO Spike Prime Kits - Claim Your Classroom Kit!" In this interactive session, educators will explore innovative ways to integrate LEGO Spike Essential kits into their curriculum, fostering creativity and critical thinking among students. Participants will engage in collaborative building challenges and learn effective strategies to implement STEM concepts using the kits. Each educator will have the opportunity to take their LEGO kit to the classroom, ensuring they can immediately apply what they've learned with their students. Don't miss this chance to enhance your teaching toolkit and inspire your students with hands-on learning!

$425.00 (Cost of the kit)
  • Enrolled: 0/20
  • Wait: 0/0

39. Communication Coordinators Meeting #2

Program: School Library Systems

Audience: School librarians and library staff

Dates: 1/22/2026

The DCMO School Library System Communication Coordinator Meetings are required by the Commissioner's Regulations 90.18. Districts are required to send one representative, preferably a certified school librarian to the meetings. Districts are able to send more than one representative as desired. The communications coordinator shall implement the procedures to be followed in the district, within the general guidelines and procedures determined by the school library system. The communications coordinator shall keep other school library media specialists and staff of the member's district informed of the policies, procedures, activities and services. The meetings also serve as a space for continued professional learning for librarians and those working in the school library. Often meetings consist of turn-key training and best instructional practices that are expected to be shared with school staff.
  • Enrolled: 4/30
  • Wait: 0/0

40. IEP Writing Workshop

Program: Regional Partnership Center

Audience: Special Education teachers and Related Service Providers

Dates: 1/23/2026

Disclaimer: Participants must attend Creating the IEP training before they will have access to this IEP Writing Day. If you attended Creating the IEP in the 2023-2024 school year, you are able to attend.

Participants will:
Learn how to write quality IEPs with review around Present Levels of Performance, Goal Writing, and Accommodationations/Modifications
Have collaboration time to work with other educators throughout the region and ask questions of the trainer

Participants should bring draft copies (or electronic access to a draft) of IEPs to work throughout the day.
  • Enrolled: 1/25
  • Wait: 0/0

41. Prek- Grade 2 Building Blocks of Success: Executive Functioning Skills in the Classroom

Program: Positive Behavior Supports

Audience: PreK - 2 educators, Support Staff and administrators

Dates: 1/26/2026

Do you have students who struggle with organization, time management, task initiation, or emotional regulation? These challenges often point to underdeveloped Executive Functioning (EF) skills-the core mental processes that enable us to plan, focus attention, remember instructions, and manage multiple tasks successfully. This engaging and practical training workshop is designed to equip K-12 educators with a comprehensive understanding of executive functions and immediately applicable, evidence-based strategies to foster these critical skills in all students.

What You Will Learn:

Understand the Science: Gain a clear definition of executive function and its core components (e.g., working memory, planning, self-control, cognitive flexibility) and how they impact student learning and behavior in the classroom.

Identify the Challenges: Learn to recognize classroom behaviors-from disorganization to emotional outbursts-as manifestations of underlying EF difficulties.

Practical Classroom Strategies: Walk away with ready-to-use techniques, routines, and tools to explicitly teach and scaffold key EF skills, including:
-Time Management and Prioritization
-Organizational Systems (materials and ideas)
-Task Initiation and Goal Setting
-Self-Monitoring and Metacognitive Skills
-Emotional Regulation and Impulse Control
-Create Supportive Environments: Discover how to structure your classroom and instruction to minimize EF demands and provide the necessary supports for students to move from dependence to independence.
-Differentiate and Intervene: Explore strategies for embedding EF support into daily lessons and routines, as well as tiered interventions for students needing more intensive support.

Empower your students to become more independent, resilient, and successful learners by intentionally cultivating the essential executive function skills needed for academic achievement and lifelong success.
  • Enrolled: 4/25
  • Wait: 0/0

42. Prepare for NY Inspires with Equitable and Standards-Based Grading

Program: Leadership

Audience: Administrators and Instructional Leaders

Dates: 1/27/2026

New
Join Emily Wemmer, TST BOCES' Director of Regional School Success, for a deep dive into the what, why, and how of grading reform. This train-the-trainer style workshop is designed for school district and BOCES instructional leaders, preparing them to lead grading reform initiatives in their communities with a focus on the connections between the four NY Inspires transformations and grading practices. Participants will receive access to turnkey resources throughout the day and will have time to begin developing a roll-out plan that meets their district's needs.

Learning targets for the session include:
● Developing a working definition of equitable and standards-based grading.
● Considering strategies for increasing reliability and validity in grading systems.
● Identifying traditional school systems related to grades that conflict with the values expressed in the Portrait of a Graduate.
● Planning for continuing conversations in districts.
  • Enrolled: 14/50
  • Wait: 0/0

43. Developing an Effective Student Exit Summary

Program: Regional Partnership Center

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

Dates: 1/29/2026

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

The goals of this training are to ensure participants will recognize and identify:
1. Analyze the importance of students' self-determination skills in making the SES a meaningful and relevant document
2. Learn the federal and state requirements for the SES
3. Recognize and identify the required components of the SES
Identify a process for the development and issuance of the SES that that is student-centered
  • Enrolled: 1/30
  • Wait: 0/0

44. World Language Regional Regents Test Creation

Program: Instructional Strategies

Audience: World Language teachers

Dates: 1/29/2026

New
This workshop is an opportunity for local WL instructors to gather to create a bank of test questions for the Proficiency& Regents. A follow-up workshop will be held in the spring to finalize & proofread.
  • Enrolled: 11/25
  • Wait: 0/0

45. Developing an Effective Student Exit Summary

Program: Regional Partnership Center

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

Dates: 1/29/2026

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

The goals of this training are to ensure participants will recognize and identify:
1. Analyze the importance of students' self-determination skills in making the SES a meaningful and relevant document
2. Learn the federal and state requirements for the SES
3. Recognize and identify the required components of the SES
Identify a process for the development and issuance of the SES that that is student-centered
  • Enrolled: 0/30
  • Wait: 0/0

46. IEP Writing Workshop @ ONC BOCES ISSC in Oneonta

Program: Regional Partnership Center

Audience: Special Education teachers and Related Service Providers

Dates: 2/2/2026

Disclaimer: Participants must attend Creating the IEP training before they will have access to this IEP Writing Day. If you attended Creating the IEP in the 2025-2025 school year, you are able to attend.

Participants will:
Learn how to write quality IEPs with review around Present Levels of Performance, Goal Writing, and Accommodationations/Modifications
Have collaboration time to work with other educators throughout the region and ask questions of the trainer

Participants should bring draft copies (or electronic access to a draft) of IEPs to work throughout the day.
  • Enrolled: 0/25
  • Wait: 0/0

47. Reading Fluency: Establishing the Foundations for Reading Success


Program: Regional Partnership Center

Audience: Administrators, Literacy Specialists, School Psychologists, General Education Teachers, Special Education Teachers, any others interested in implementing universal screening

Dates: 2/2/2026

Participants will be able to:
1.Describe the legal and ethical importance of providing scientific research-based instruction in reading fluency.
2.Define reading fluency and describe why it is important to overall literacy development.
3.Explain when and how to teach reading fluency according to our current knowledge of the SOR.
4.Identify ways in which classroom assessments can be used to improve reading fluency instruction and student outcomes.
5.Describe ways in which students with diverse backgrounds and learning needs can be provided with individualized reading fluency support.
  • Enrolled: 2/20
  • Wait: 0/0

48. Function Based Thinking: Applying a Proactive Process to Support Student Behavior in the Classroom

Program: Regional Partnership Center

Audience: Administrators, CSE chairpersons, P-12 Special Education Teachers, Counselors, Social Workers, Regular Education Teachers, School Psychologists, and any members of district staff who might be included on a team for MTSS behavior support.

Dates: 2/3/2026

This training package offers an overview of challenging behaviors, the behavior pathway, and the function-based thinking process. Function-based thinking is a Tier 1 support that can be used for all students, which requires teachers to informally gather data on student behavior, analyze the behavioral data and use the behavior pathway to determine the function of the behavior, and to match interventions to the function of the student behavior. Function-Based thinking can support school staff in determining appropriate intervention measures that will help eliminate unwanted behaviors, which may lead to fewer suspensions and be associated with an increase in academic engagement and performance.

Participants will be able to:
describe challenging behaviors
understand the behavior pathway and use it to determine the function of behaviors
understand the function-based thinking process to prevent or extinguish unwanted behaviors by selecting intervention measures that meet the function of the
  • Enrolled: 4/25
  • Wait: 0/0

49. Fusion Fundamentals: 3D Design for Educators

Program: Instructional Technology

Audience: K-12 teachers, CTE instructors, and educational support staff seeking to introduce CAD and digital fabrication into their programs. Ideal for educators with little to no CAD background who want to bring real-world design skills into their classrooms.

Dates: 2/5/2026 to 2/6/2026

Unlock the power of parametric 3D modeling with this hands-on course designed for K-12 educators. Using Autodesk Fusion (formerly Fusion 360), participants will explore the fundamentals of CAD through engaging, real-life design projects that combine design thinking, spatial reasoning, and creativity.

Over 14 hours, participants will learn how to sketch, extrude, revolve, and manipulate 3D geometry using practical workflows. We'll focus on creating real-world projects such as rings, containers, custom accessories, and objects that could be printed, cut, or prototyped in the classroom. The course culminates in a hands-on final project, giving participants the opportunity to apply their skills to a personalized 3D design.


Intended/Invited Audience:
K-12 teachers, CTE instructors, and educational support staff seeking to introduce CAD and digital fabrication into their programs. Ideal for educators with little to no CAD background who want to bring real-world design skills into their classrooms.
  • Enrolled: 0/8
  • Wait: 0/0

50. The SUNY New Paltz Science of Reading Microcredential

Program: Literacy

Audience: K-12 Educators, Reading and Intervention Specialists, and Administrators

Dates: 2/5/2026 to 6/18/2026

Earn continuing education credits and a Science of Reading Micro credential via this self-paced course created by SUNY New Paltz School of Education Faculty. Educators will have 6 months to complete this 35 hour online course which is embedded with support and check-ins hosted by DCMO BOCES. Educators will be empowered with innovative, research-backed tools and techniques for enhancing literacy instruction to support all learners including struggling readers in elementary, middle school, and high school.
  • Enrolled: 3/40
  • Wait: 0/0

51. Tending The Roots: Recognizing Trauma & Cultivating Wellness (A NYS Trauma Informed Network Training)

Program: Social & Emotional Learning

Audience: All School Staff

Dates: 2/6/2026

The Tending the Roots training helps people and organizations understand toxic stress, trauma, and how they can affect everyone. This class also talks about how racism, parts of our environment (like our neighborhoods and schools), and tough experiences are connected, and how things like fairness and justice affect our health. We'll also learn about things that can help you and others bounce back from hard experiences. By the end of the program, we want everyone to have the knowledge and tools to create safe and supportive spaces for themselves and others to build a healthier and fairer world. Learning Objectives: -Learn about trauma, how common it is, and its effects. -Discover the key influences that help people overcome challenges. - Develop an understanding of how racism can affect a person's mental and physical health over time. - Get strategies to support people who have experienced trauma, in a way that works for the long term. -Encourage organizations to build the skills and resources they need to continue providing care for people who have experienced trauma.

This training is eligible for continuing education credits for social workers through a partnership with Binghamton University. If you are a school social worker and would like to receive continuing education credits for your license for this training please also register at this link: https://continuinged.binghamton.edu/reg/registration.php?c=2026920 (You will need to copy and paste the link in your web browser as Frontline does not recognize live links). Please note there is payment associated with the CE credits. Please be sure to still register for the workshop through DCMO BOCES below as well to ensure you are fully registered.
  • Enrolled: 4/35
  • Wait: 0/0

52. AI for Teacher Efficiency: Integrating Gemini & Google Classroom

Program: Instructional Technology

Audience: Teachers grades 6 - 12

Dates: 2/9/2026

This hands-on professional development is designed for educators ready to leverage Artificial Intelligence to save hours on planning and deliver highly personalized instruction.
We will focus entirely on Gemini for Education and its seamless integration with Google Classroom and Google Workspace (Docs, Forms, etc.).
Participants will engage in practical sessions to:
Automate Planning: Instantly generate standards-aligned lesson plans, unit outlines, and differentiated content.
Streamline Assessment: Use Gemini to create detailed quizzes, personalized practice, and robust grading rubrics.
Boost Student Support: Build custom AI tutors (Gems/Chatbots) that guide students with Socratic questioning for assignments.
Ensure Integrity: Learn ethical, AI-inclusive prompt writing to support student writing while mitigating plagiarism concerns.
This is the essential session for any teacher seeking to maximize efficiency and transform student support using their existing Google tools.
  • Enrolled: 1/20
  • Wait: 0/0

53. Grades 3-5 Building Blocks of Success - Executive Functioning Skills in the Classroom

Program: Positive Behavior Supports

Audience: Grades 3-5 educators, support staff and administrators

Dates: 2/10/2026

Do you have students who struggle with organization, time management, task initiation, or emotional regulation? These challenges often point to underdeveloped Executive Functioning (EF) skills-the core mental processes that enable us to plan, focus attention, remember instructions, and manage multiple tasks successfully. This engaging and practical training workshop is designed to equip K-12 educators with a comprehensive understanding of executive functions and immediately applicable, evidence-based strategies to foster these critical skills in all students.

What You Will Learn:

Understand the Science: Gain a clear definition of executive function and its core components (e.g., working memory, planning, self-control, cognitive flexibility) and how they impact student learning and behavior in the classroom.

Identify the Challenges: Learn to recognize classroom behaviors-from disorganization to emotional outbursts-as manifestations of underlying EF difficulties.

Practical Classroom Strategies: Walk away with ready-to-use techniques, routines, and tools to explicitly teach and scaffold key EF skills, including:
-Time Management and Prioritization
-Organizational Systems (materials and ideas)
-Task Initiation and Goal Setting
-Self-Monitoring and Metacognitive Skills
-Emotional Regulation and Impulse Control
-Create Supportive Environments: Discover how to structure your classroom and instruction to minimize EF demands and provide the necessary supports for students to move from dependence to independence.
-Differentiate and Intervene: Explore strategies for embedding EF support into daily lessons and routines, as well as tiered interventions for students needing more intensive support.

Empower your students to become more independent, resilient, and successful learners by intentionally cultivating the essential executive function skills needed for academic achievement and lifelong success.
  • Enrolled: 2/25
  • Wait: 0/0

54. Creating the IEP

Program: Regional Partnership Center

Audience: General and special education teachers, psychologists, related services, and chairpersons. Administrators who
may be in a dual administrative role such as chairpersons or directors of special education.

Dates: 2/11/2026

Participants will develop their understanding of the components of a quality IEP designed to
provide students with disabilities access to the general education curriculum.
  • Enrolled: 2/25
  • Wait: 0/0

55. Building Futures: Hands-On Learning with LEGO Spike Essential Kits -- Claim Your Kit!

Program: Instructional Technology

Audience: Grades 1-5 Teachers

Dates: 2/12/2026

Join us for an exciting hands-on workshop, "Building Futures: Hands-On Learning with LEGO Spike Essential Kits -- Bring Your Kit to the Classroom!" In this interactive session, educators will explore innovative ways to integrate LEGO Spike Essential kits into their curriculum, fostering creativity and critical thinking among students.

Participants will engage in collaborative building challenges and learn effective strategies to implement STEM concepts using the kits. Each educator will have the opportunity to take their LEGO kit to the classroom, ensuring they can immediately apply what they've learned with their students.

Don't miss this chance to enhance your teaching toolkit and inspire your students with hands-on learning!

$350.00 (Cost of the kit)
  • Enrolled: 0/20
  • Wait: 0/0

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

Program: Regional Partnership Center

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

Dates: 2/12/2026

The purpose of Using Web-Based Tools to Enhance WBL Experiences is to define high-quality WBL and its benefits for students with disabilities, identify advantages and potential obstacles to utilizing web-based tools in WBL experiences, explore technology supported delivery formats to improve WBL outcomes, discover new resources to assist in developing and enhancing WBL
experiences, and apply strategies to ensure that technology-infused WBL experiences are
successfully integrated into student learning experiences.

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.
  • Enrolled: 1/30
  • Wait: 0/0

57. DCMO SLS Council Working Meeting for 2026-2031 5 Year Plan of Service - Meeting #3

Program: School Library Systems

Audience: DCMO SLS Council Members

Dates: 2/26/2026

In compliance with Commissioner's regulations 90.18, the 5 year plan of service needs to be developed for the next 5 years. This will be a working meeting to go through each of the elements and make any needed or desired changes.
  • Enrolled: 1/14
  • Wait: 0/0

58. IEP Writing Workshop

Program: Regional Partnership Center

Audience: Special Education teachers and Related Service Providers

Dates: 2/26/2026

Disclaimer: Participants must attend Creating the IEP training before they will have access to this IEP Writing Day. If you attended Creating the IEP in the 2023-2024 school year, you are able to attend.

Participants will:
Learn how to write quality IEPs with review around Present Levels of Performance, Goal Writing, and Accommodationations/Modifications
Have collaboration time to work with other educators throughout the region and ask questions of the trainer

Participants should bring draft copies (or electronic access to a draft) of IEPs to work throughout the day.
  • Enrolled: 1/25
  • Wait: 0/0

59. Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning

Program: Online Workshops

Audience: Special education teachers; general education teachers; administrators

Dates: On-Going (Ends Feb 28, 2026)

Self Paced
This explicit instruction training package is intended to support participants' knowledge of explicit instruction and teachers' abilities to effectively implement explicit instruction. Explicit instruction is a high leverage practice that has proven to be effective for special education students. Research has shown higher achievement results for students with disabilities in both reading and math after receiving explicit instruction.

Self Paced Course Starting 02/01/26 and ending 02/28/26
  • Enrolled: 2/25
  • Wait: 0/0

60. IEP Writing Workshop

Program: Regional Partnership Center

Audience: Special Education teachers and Related Service Providers

Dates: 3/3/2026

Disclaimer: Participants must attend Creating the IEP training before they will have access to this IEP Writing Day. If you attended Creating the IEP in the 2023-2024 school year, you are able to attend.

Participants will:
Learn how to write quality IEPs with review around Present Levels of Performance, Goal Writing, and Accommodationations/Modifications
Have collaboration time to work with other educators throughout the region and ask questions of the trainer

Participants should bring draft copies (or electronic access to a draft) of IEPs to work throughout the day.
  • Enrolled: 0/25
  • Wait: 0/0

61. The Career Development and Occupational Studies (CDOS) Learning Standards Across the Lifespan: Connecting Knowledge to Skills

Program: Regional Partnership Center

Audience: General and special education teachers and administrators, related service personnel, school counselors, agency representatives, families, and students.

Dates: 3/3/2026

Goals of the Training:
The goals of this training are to ensure that participants will:
1. Identify foundational New York State (NYS) Part 100 Regulations and field memos related to career exploration and development in the classroom
2. Identify effective instructional design practices to teach academic and transition skills simultaneously
3. Apply the CDOS learning standards into all academic instruction across all grade levels
4. Recognize how the CDOS learning standards support all of the Multiple Pathways to Graduation and Exiting Credentials
  • Enrolled: 0/20
  • Wait: 0/0

62. IEP Writing Workshop @ DCMO SSC

Program: Regional Partnership Center

Audience: Special Education teachers and Related Service Providers

Dates: 3/4/2026

Disclaimer: Participants must attend Creating the IEP training before they will have access to this IEP Writing Day. If you attended Creating the IEP in the 2023-2024 school year you are able to attend. Participants will:

• Learn how to write quality IEPs with review around Present Levels of Performance, Goal Writing, and Accommodations/ Modifications

• Have collaboration time with other educators throughout the region and ask questions of the trainer. Participants should bring draft copies (or electronic access to a draft) of IEPs to work throughout the day.
  • Enrolled: 0/25
  • Wait: 0/0

63. The Career Development and Occupational Studies (CDOS) Learning Standards Across the Lifespan: Connecting Knowledge to Skills

Program: Regional Partnership Center

Audience: General and special education teachers and administrators, related service personnel, school counselors, agency representatives, families, and students.

Dates: 3/5/2026

Goals of the Training:
The goals of this training are to ensure that participants will:
1. Identify foundational New York State (NYS) Part 100 Regulations and field memos related to career exploration and development in the classroom
2. Identify effective instructional design practices to teach academic and transition skills simultaneously
3. Apply the CDOS learning standards into all academic instruction across all grade levels
4. Recognize how the CDOS learning standards support all of the Multiple Pathways to Graduation and Exiting Credentials
  • Enrolled: 0/20
  • Wait: 0/0

64. World Language Regional Regents Test Creation

Program: Instructional Strategies

Audience: World Language teachers

Dates: 3/5/2026

New
This workshop is an opportunity for local WL instructors to gather to create a bank of test questions for the Proficiency& Regents. A follow-up workshop will be held in the spring to finalize & proofread.
  • Enrolled: 9/25
  • Wait: 0/0

65. Grades 6-8 Building Blocks of Success - Executive Functioning Skills in the Classroom

Program: Positive Behavior Supports

Audience: Grades 6-8 educators, support staff and administrators

Dates: 3/9/2026

Do you have students who struggle with organization, time management, task initiation, or emotional regulation? These challenges often point to underdeveloped Executive Functioning (EF) skills-the core mental processes that enable us to plan, focus attention, remember instructions, and manage multiple tasks successfully. This engaging and practical training workshop is designed to equip K-12 educators with a comprehensive understanding of executive functions and immediately applicable, evidence-based strategies to foster these critical skills in all students.

What You Will Learn:

Understand the Science: Gain a clear definition of executive function and its core components (e.g., working memory, planning, self-control, cognitive flexibility) and how they impact student learning and behavior in the classroom.

Identify the Challenges: Learn to recognize classroom behaviors-from disorganization to emotional outbursts-as manifestations of underlying EF difficulties.

Practical Classroom Strategies: Walk away with ready-to-use techniques, routines, and tools to explicitly teach and scaffold key EF skills, including:
-Time Management and Prioritization
-Organizational Systems (materials and ideas)
-Task Initiation and Goal Setting
-Self-Monitoring and Metacognitive Skills
-Emotional Regulation and Impulse Control
-Create Supportive Environments: Discover how to structure your classroom and instruction to minimize EF demands and provide the necessary supports for students to move from dependence to independence.
-Differentiate and Intervene: Explore strategies for embedding EF support into daily lessons and routines, as well as tiered interventions for students needing more intensive support.

Empower your students to become more independent, resilient, and successful learners by intentionally cultivating the essential executive function skills needed for academic achievement and lifelong success.
  • Enrolled: 0/25
  • Wait: 0/0

66. Co-Teaching, Module 1, Six models of Co-Teaching

Program: Regional Partnership Center

Audience: Special education teachers; general education teachers; administrators

Dates: 3/11/2026

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 used to implement it. In New York state the co-teaching model is most often associated with the special education service integrated co-teaching. This model will be covered as well as the use of the co-teaching model among other service providers (e.g. English as a New Language [ENL] teachers, speech language pathologists etc.). Variations for use of the models will also be discussed throughout the training.
  • Enrolled: 3/25
  • Wait: 0/0

67. Introduction to 3D Design with Tinkercad

Program: Instructional Technology

Audience: K-12 Teachers and Support Staff looking to integrate 3D modeling into their classrooms

Dates: 3/16/2026 to 3/20/2026

This hands-on course introduces educators and students to the fundamentals of 3D design using Tinkercad, a free, browser-based modeling tool. Participants will explore basic and intermediate features of the platform while developing real-world design projects.

Over the span of 14 hours, learners will progress from simple shape manipulation to more advanced modeling techniques, including alignment, grouping, and hole tools.
  • Enrolled: 0/8
  • Wait: 0/0

68. Grades 9-12 Building Blocks of Success - Executive Functioning Skills in the Classroom

Program: Positive Behavior Supports

Audience: Grades 9-12 educators, support staff and administrators

Dates: 3/19/2026

Do you have students who struggle with organization, time management, task initiation, or emotional regulation? These challenges often point to underdeveloped Executive Functioning (EF) skills-the core mental processes that enable us to plan, focus attention, remember instructions, and manage multiple tasks successfully. This engaging and practical training workshop is designed to equip K-12 educators with a comprehensive understanding of executive functions and immediately applicable, evidence-based strategies to foster these critical skills in all students.

What You Will Learn:

Understand the Science: Gain a clear definition of executive function and its core components (e.g., working memory, planning, self-control, cognitive flexibility) and how they impact student learning and behavior in the classroom.

Identify the Challenges: Learn to recognize classroom behaviors-from disorganization to emotional outbursts-as manifestations of underlying EF difficulties.

Practical Classroom Strategies: Walk away with ready-to-use techniques, routines, and tools to explicitly teach and scaffold key EF skills, including:
-Time Management and Prioritization
-Organizational Systems (materials and ideas)
-Task Initiation and Goal Setting
-Self-Monitoring and Metacognitive Skills
-Emotional Regulation and Impulse Control
-Create Supportive Environments: Discover how to structure your classroom and instruction to minimize EF demands and provide the necessary supports for students to move from dependence to independence.
-Differentiate and Intervene: Explore strategies for embedding EF support into daily lessons and routines, as well as tiered interventions for students needing more intensive support.

Empower your students to become more independent, resilient, and successful learners by intentionally cultivating the essential executive function skills needed for academic achievement and lifelong success.
  • Enrolled: 3/25
  • Wait: 0/0

69. Science of Reading for Administrators: The First Steps

Program: Regional Partnership Center

Audience: Administrators

Dates: 3/19/2026

This training helps administrators gain a greater understanding of what the Science of Reading has determined to be the foundational skills needed 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 context for the importance of effective reading instruction and the impact that it has on equity for all students. To overcome equity barriers, school leaders need to support educators in utilizing systemic, explicit instruction to teach the skills supported by the science of reading.  This training also highlights ineffective practices and why those may not be working; this is intended to inform leadership support of teachers implementing research-based and effective reading instruction.


  • Enrolled: 0/20
  • Wait: 0/0

70. Creating the IEP

Program: Regional Partnership Center

Audience: General and special education teachers, psychologists, related services, and chairpersons. Administrators who
may be in a dual administrative role such as chairpersons or directors of special education.

Dates: 3/20/2026

Participants will develop their understanding of the components of a quality IEP designed to
provide students with disabilities access to the general education curriculum.
  • Enrolled: 1/25
  • Wait: 0/0

71. IEP Writing Workshop at ONC BOCES- OAOC

Program: Regional Partnership Center

Audience: Special Education teachers and Related Service Providers

Dates: 3/23/2026

Disclaimer: Participants must attend Creating the IEP training before they will have access to this IEP Writing Day. If you attended Creating the IEP in the 2023-2024 school year, you are able to attend.

Participants will:
Learn how to write quality IEPs with review around Present Levels of Performance, Goal Writing, and Accommodationations/Modifications
Have collaboration time to work with other educators throughout the region and ask questions of the trainer

Participants should bring draft copies (or electronic access to a draft) of IEPs to work throughout the day.
  • Enrolled: 0/25
  • Wait: 0/0

72. Communication Coordinators Meeting #3

Program: School Library Systems

Audience: School librarians and library staff

Dates: 3/26/2026

The DCMO School Library System Communication Coordinator Meetings are required by the Commissioner's Regulations 90.18. Districts are required to send one representative, preferably a certified school librarian to the meetings. Districts are able to send more than one representative as desired. The communications coordinator shall implement the procedures to be followed in the district, within the general guidelines and procedures determined by the school library system. The communications coordinator shall keep other school library media specialists and staff of the member's district informed of the policies, procedures, activities and services. The meetings also serve as a space for continued professional learning for librarians and those working in the school library. Often meetings consist of turn-key training and best instructional practices that are expected to be shared with school staff.
  • Enrolled: 3/30
  • Wait: 0/0

73. Creating the IEP

Program: Regional Partnership Center

Audience: General and special education teachers, psychologists, related services, and chairpersons. Administrators who
may be in a dual administrative role such as chairpersons or directors of special education.

Dates: 3/26/2026

Participants will develop their understanding of the components of a quality IEP designed to
provide students with disabilities access to the general education curriculum.
  • Enrolled: 0/25
  • Wait: 0/0

74. Creating the IEP

Program: Regional Partnership Center

Audience: General and special education teachers, psychologists, related services, and chairpersons. Administrators who
may be in a dual administrative role such as chairpersons or directors of special education.

Dates: 4/15/2026

Participants will develop their understanding of the components of a quality IEP designed to
provide students with disabilities access to the general education curriculum.
  • Enrolled: 0/25
  • Wait: 0/0

75. Communication Coordinators Meeting #4

Program: School Library Systems

Audience: School librarians and library staff

Dates: 4/16/2026

The DCMO School Library System Communication Coordinator Meetings are required by the Commissioner's Regulations 90.18. Districts are required to send one representative, preferably a certified school librarian to the meetings. Districts are able to send more than one representative as desired. The communications coordinator shall implement the procedures to be followed in the district, within the general guidelines and procedures determined by the school library system. The communications coordinator shall keep other school library media specialists and staff of the member's district informed of the policies, procedures, activities and services. The meetings also serve as a space for continued professional learning for librarians and those working in the school library. Often meetings consist of turn-key training and best instructional practices that are expected to be shared with school staff.
  • Enrolled: 3/30
  • Wait: 0/0

76. DCMO SLS Council Meeting #4

Program: School Library Systems

Audience: DCMO School Library System Council Members

Dates: 4/16/2026

This is a DCMO SLS Council meeting as required per Commissioner's regulations 90.18. If you are both a CC and a Council member, please sign up for only the CC meeting. Council members may stay for the entire day or leave when the council meeting has finished.
  • Enrolled: 1/10
  • Wait: 0/0

77. Culturally Responsive-Sustaining Education: The Heart of the Portrait of a Graduate

Program: Culturally Responsive Sustaining Education

Audience: All School Stakeholders

Dates: 4/17/2026

Adopted by the NYSED Board of Regents in July 2025, New York State's Portrait of a Graduate sets a clear vision for the knowledge, skills, and dispositions all students should develop by graduation. This professional learning experience offers an introduction to the New York CRSE Framework, highlighting its core values and practices. Participants will explore how CRSE shapes equitable, affirming learning environments and serves as a foundational lens for instructional design, school culture, and student engagement aligned with the Portrait of a Graduate.

Participants will examine how to elevate student voices; foster connections across lines of difference; and empower students and all stakeholders as agents of positive social change. The session will also provide strategies for recognizing and addressing microaggressions and building inclusive learning communities where every learner is seen, valued, and supported.

This training is eligible for continuing education credits for social workers through a partnership with Binghamton University. If you are a school social worker and would like to receive continuing education credits for your license for this training please also register at this link: https://continuinged.binghamton.edu/reg/registration.php?c=2025910 (You will need to copy and paste the link in your web browser as Frontline does not recognize live links). Please note there is payment associated with the CE credits. Please be sure to still register for the workshop through DCMO BOCES below as well to ensure you are fully registered.
  • Enrolled: 3/40
  • Wait: 0/0

78. IEP Writing Workshop at ONC BOCES- NCOC

Program: Regional Partnership Center

Audience: Special Education teachers and Related Service Providers


Dates: 4/20/2026

Disclaimer: Participants must attend Creating the IEP training before they will have access to this IEP Writing Day. If you attended Creating the IEP in the 2024-2025 school year, you are able to attend. Participants will:
Learn how to write quality IEPs with review around Present Levels of Performance, Goal Writing, and Accommodationations/Modifications
Have collaboration time to work with other educators throughout the region and ask questions of the trainer

Participants should bring draft copies (or electronic access to a draft) of IEPs to work throughout the day.

  • Enrolled: 0/10
  • Wait: 0/0

79. Your Literacy Curriculum: Evaluating Alignment with the Science of Reading

Program: Regional Partnership Center

Audience: Administrators, Literacy Specialists; Special Education Teachers; General Education Teachers; School Psychologists

Dates: 4/21/2026

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.

  • Enrolled: 0/10
  • Wait: 0/0

80. Building Your Co-Teaching Team

Program: Regional Partnership Center

Audience: Special education teachers; general education teachers; administrators

Dates: 4/23/2026

In this workshop we will focus on the three key components of an effective co-teaching partnership which are co-respect, co-responsibility and co-planning. Building and maintaining a strong partnership is essential for optimizing the benefits of co-teaching for student learning. The blended expertise of the team provides teachers with a unique opportunity to reach many more students academically, emotionally and behaviorally. It is critical to understand the importance of both building a strong partnership as well as maintaining the strong partnership through ongoing reflective practices
  • Enrolled: 1/25
  • Wait: 0/0

81. IEP Writing Workshop @ ONC BOCES ISSC in Oneonta

Program: Regional Partnership Center

Audience: Special Education teachers and Related Service Providers

Dates: 4/29/2026

Disclaimer: Participants must attend Creating the IEP training before they will have access to this IEP Writing Day. If you attended Creating the IEP in the 2025-2025 school year, you are able to attend.

Participants will:
Learn how to write quality IEPs with review around Present Levels of Performance, Goal Writing, and Accommodationations/Modifications
Have collaboration time to work with other educators throughout the region and ask questions of the trainer

Participants should bring draft copies (or electronic access to a draft) of IEPs to work throughout the day.
  • Enrolled: 0/25
  • Wait: 0/0

82. Fusion Fundamentals: 3D Design for Educators

Program: Instructional Technology

Audience: K-12 teachers, CTE instructors, and educational support staff seeking to introduce CAD and digital fabrication into their programs. Ideal for educators with little to no CAD background who want to bring real-world design skills into their classrooms.

Dates: 4/30/2026 to 5/1/2026

Unlock the power of parametric 3D modeling with this hands-on course designed for K-12 educators. Using Autodesk Fusion (formerly Fusion 360), participants will explore the fundamentals of CAD through engaging, real-life design projects that combine design thinking, spatial reasoning, and creativity.

Over 14 hours, participants will learn how to sketch, extrude, revolve, and manipulate 3D geometry using practical workflows. We'll focus on creating real-world projects such as rings, containers, custom accessories, and objects that could be printed, cut, or prototyped in the classroom. The course culminates in a hands-on final project, giving participants the opportunity to apply their skills to a personalized 3D design.


Intended/Invited Audience:
K-12 teachers, CTE instructors, and educational support staff seeking to introduce CAD and digital fabrication into their programs. Ideal for educators with little to no CAD background who want to bring real-world design skills into their classrooms.
  • Enrolled: 0/8
  • Wait: 0/0

83. IEP Writing Workshop

Program: Regional Partnership Center

Audience: Special Education teachers and Related Service Providers

Dates: 5/6/2026

Disclaimer: Participants must attend Creating the IEP training before they will have access to this IEP Writing Day. If you attended Creating the IEP in the 2023-2024 school year, you are able to attend.

Participants will:
Learn how to write quality IEPs with review around Present Levels of Performance, Goal Writing, and Accommodationations/Modifications
Have collaboration time to work with other educators throughout the region and ask questions of the trainer

Participants should bring draft copies (or electronic access to a draft) of IEPs to work throughout the day.
  • Enrolled: 0/25
  • Wait: 0/0

84. Co-Teaching, Module 3: Planning for Instruction

Program: Regional Partnership Center

Audience: Special education teachers; general education teachers; administrators

Dates: 5/7/2026

In educational research, co-teaching is referred to as the instructional methodology or structure that two teachers use. Co-planning is critical to the success of this teaching structure. The purpose of this training is to provide foundational knowledge for the effectiveness of purposeful co-planning. In addition, participants will gain knowledge about options for co-planning and apply the information to co-plan a lesson for current or future use. Co-teaching can be applied in any situation when two teachers provide instruction together. It is highly recommended that co-teaching teams attend together, although the information provided will benefit individual teacher practice as well.
  • Enrolled: 1/25
  • Wait: 0/0

85. Function Based Thinking: Applying a Proactive Process to Support Student Behavior in the Classroom

Program: Regional Partnership Center

Audience: Administrators, CSE chairpersons, P-12 Special Education Teachers, Counselors, Social Workers, Regular Education Teachers, School Psychologists, and any members of district staff who might be included on a team for MTSS behavior support.

Dates: 5/12/2026

This training package offers an overview of challenging behaviors, the behavior pathway, and the function-based thinking process. Function-based thinking is a Tier 1 support that can be used for all students, which requires teachers to informally gather data on student behavior, analyze the behavioral data and use the behavior pathway to determine the function of the behavior, and to match interventions to the function of the student behavior. Function-Based thinking can support school staff in determining appropriate intervention measures that will help eliminate unwanted behaviors, which may lead to fewer suspensions and be associated with an increase in academic engagement and performance.

Participants will be able to:
describe challenging behaviors
understand the behavior pathway and use it to determine the function of behaviors
understand the function-based thinking process to prevent or extinguish unwanted behaviors by selecting intervention measures that meet the function of the
  • Enrolled: 0/25
  • Wait: 0/0

86. IEP Writing Workshop @ ONC BOCES ISSC in Oneonta

Program: Regional Partnership Center

Audience: Special Education teachers and Related Service Providers

Dates: 5/22/2026

Disclaimer: Participants must attend Creating the IEP training before they will have access to this IEP Writing Day. If you attended Creating the IEP in the 2025-2025 school year, you are able to attend.

Participants will:
Learn how to write quality IEPs with review around Present Levels of Performance, Goal Writing, and Accommodationations/Modifications
Have collaboration time to work with other educators throughout the region and ask questions of the trainer

Participants should bring draft copies (or electronic access to a draft) of IEPs to work throughout the day.
  • Enrolled: 0/25
  • Wait: 0/0

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

Program: Regional Partnership Center

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

Dates: 5/28/2026

Participants will be able to:
-describe the current status of reading achievement of students in the United States and New York State;
-describe the gap between what is known about effective reading instruction and the implementation of effective reading instruction;
-identify theories of reading that are supported by research; and
list the skills that are essential for proficient reading and how to best teach those skills
  • Enrolled: 0/15
  • Wait: 0/0

88. Diploma and Credential Options for Students with Disabilities

Program: Regional Partnership Center

Audience: General and Special Education Administrators, Special Education Teachers, School Counselors, School Psychologists and other Related Service Providers.

Dates: 5/28/2026

This training is designed to ensure that students with disabilities and their families are aware of the multiple pathways to graduate school with a diploma and exiting credentials. 1. Define Self-Determination 2. Discuss credit requirements for graduation. 3. Discuss the multiple pathways to Regent's diploma 4. Discuss appeal eligibility criteria 5. Discuss safety nets for students with disabilities 6. Discuss exciting credentials
  • Enrolled: 0/15
  • Wait: 0/0

89. Diploma and Credential Options for Students with Disabilities

Program: Regional Partnership Center

Audience: General and Special Education Administrators, Special Education Teachers, School Counselors, School Psychologists and other Related Service Providers.

Dates: 5/28/2026

This training is designed to ensure that students with disabilities and their families are aware of the multiple pathways to graduate school with a diploma and exiting credentials.
1. Define Self-Determination
2. Discuss credit requirements for graduation
3. Discuss the multiple pathways to Regents diploma
4. Discuss appeal eligibility criteria
5. Discuss safety nets for students with disabilities
6. Discuss exiting credentials
  • Enrolled: 0/15
  • Wait: 0/0

90. Creating the IEP

Program: Regional Partnership Center

Audience: General and special education teachers, psychologists, related services, and chairpersons. Administrators who
may be in a dual administrative role such as chairpersons or directors of special education.

Dates: 6/17/2026

Participants will develop their understanding of the components of a quality IEP designed to
provide students with disabilities access to the general education curriculum.
  • Enrolled: 0/25
  • Wait: 0/0

91. Universal Screening: Best Practices in Screening for Academic Deficits (Asynchronous from June 1st-June 26th)

Program: Regional Partnership Center

Audience: Administrators, Literacy Specialists, School Psychologists, General Education Teachers, Special Education Teachers, any others interested in implementing universal screening

Dates: 6/26/2026

Self Paced
The purpose of this training is to provide participants with an overview of what universal screening is and how to
adopt this practice in their schools. At the conclusion of this training, participants should be able to:
1. Define universal screening
2. Describe the purpose of universal screening
3. Describe the features of a high-quality universal screening measure
4. Identify tools to guide them in selecting a universal screening measure
5. Describe ways in which data from a universal screening measure can be used

Credit will be given based on activities completed.
***Please ignore the date and time of training. This is a self-paced asynchronous training that will be opened from June 1st to June 26th***
  • Enrolled: 0/20
  • Wait: 0/0

92. Specially Designed Instruction for Administrators (Asynchronous)

Program: Regional Partnership Center

Audience: Administrators

Dates: 6/30/2026

Self Paced
The Specially Designed Instruction for Administrators professional development training package is the fifth in a suite of training on the development and use of specially designed instruction (SDI) for students with disabilities. This training is intended to further develop administrator's knowledge of SDI and how SDI should be designed and developed based on individual student need to address their learning barriers. Administrators will be able to define SDI, recognize how to differentiate SDI from general education, identify what SDI looks like in the classroom setting, and gain necessary skills for supervision of implementation of SDI. This package is primarily designed to be delivered as a 2-3 hour in-person training; however, the training is structured to allow for online delivery based upon EO scheduling requirements.


***Please ignore the date and times of the above course. This is a self-paced course from June 1st-June 30th.***
  • Enrolled: 0/25
  • Wait: 0/0