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1. WRPC TRAN-28 After the Bell - Developing Measurable Postsecondary Goals CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education administrators, special and general education teachers, Committee on Special Education (CSE) chairpersons, transition coordinators, school counselors, school psychologists, related service providers, families and anyone else involved with the development of the student's IEP.

Dates: 12/9/2025

Closed

The "After the Bell” professional development series provides educators with a variety of 1 hour after-school learning opportunities intended to deepen participants understanding of best practices and evidence-based strategies related to quality secondary transition services and planning for students with disabilities.

Sessions will be held synchronously on the zoom platform throughout the school year. Participants who are new to Transition should take the full day Transition in the IEP training as a prerequisite or participate in the entire "After the Bell Series” (4 sessions)

Date of Event: December 9, 2025

Time of Event: 3:30 am (start) to 4:30 pm (close) ZOOM

Participants will receive the Zoom Link the morning of the training.

After the Bell: Developing Measurable Postsecondary Goals provides an overview of the Measurable Postsecondary Goal section of the IEP and its connection to the components of a transition-focused IEP. Participants will practice writing compliant postsecondary goals. Strategies and resources to help educators be Dream Adjusters not Dream Crushers will be shared.

Attendees will:

Identify the components needed to develop and write Measurable Postsecondary Goals.

Understand the relationship between career planning and postsecondary goal development.

Ensure Measurable Postsecondary Goals are based on students' strengths, preferences, and interests as identified through transition assessment in the areas of living, learning, and earning as an adult.

Apply key concepts to sample student scenarios to develop appropriate Measurable Postsecondary Goals.

2. WRPC CRE - 15 Creating Welcoming and Affirming Learning Environments CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special Education Teachers, General Education Teachers, Pupil Support Personnel, School Leadership, District Leadership and Administration, Directors of Special Education

Dates: 6/17/2026

Creating Welcoming and Affirming Learning Environments is one of four high leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework.

When students feel like they belong at school, they have fewer absences, fewer disciplinary infractions, higher graduation rates, as well as increased engagement, self-esteem, and attitudes. Students with disabilities and students of different cultural backgrounds are less likely to feel like they have a positive relationship with their teacher and that their identities and abilities are valued and affirmed in school.

Date of Event: June 17, 2026

Time of Event: 12:30 pm (start) to 3:30 pm (close)

Location: Erie 1 BOCES Education Campus

355 Harlem Road, Bldg. A, Room A-4

West Seneca, NY 14224

Objectives: By the end of this training, participants will:

Understand how a welcoming and affirming learning environment improves student outcomes

Better understand their own identities and how those identities shape their relationships and experiences

Develop strategies for creating a welcoming and affirming learning environment

Identify 2-3 next steps for ongoing professional learning

3. WRPC BEH - 06 Developmentally Appropriate Practice for Preschool CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: General Education Teachers, Special Education Teachers, Related Service Providers, Administrators. Preschool educators, including teachers, administrators, assistants, aides, paraprofessionals, and clinical staff.

Dates: 7/8/2026

This professional learning package contains the content and materials that are designed to help general and special education preschool teachers set up learning environments that are developmentally appropriate for preschool students with diverse needs and backgrounds.
DAP involves an awareness of: Age appropriateness / "typical” development What the research says about how children this age learns best Individual development - recognizing that each child develops uniquely and has individual strengths and needs Cultural context - providing meaningful, relevant, and respectful learning experiences for each child and family

Date of Event: July 8, 2026
Time of Event: 8:30 am (start) to 3:00 pm (end)

Location: Erie 1 BOCES Education Campus
355 Harlem Road
Bldg. A, Room A-2
West Seneca, NY 14224

Objectives:
By the end of the training, participants will be able to:

• Identify the three core considerations of Developmentally Appropriate Practice (DAP)

• Identify typical developmental milestones for three-, four-, and five-year-old children

• Identify six key guidelines for setting up a developmentally appropriate preschool classroom system

• Identify practices/actions that they will introduce and modify in their settings to ensure their classrooms are developmentally appropriate

4. WRPC LIT - 05 Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, general education teachers, coaches, instructional support staff, administrators

Dates: 7/9/2026

This live course focuses on building capacity in supervisors, coaches and administrators to effectively observe explicit instructional practice, to provide specific, accurate, and actionable feedback to special education teachers about the quality of their explicit instruction and ultimately improve outcomes for students with disabilities.

Date of Event: July 9, 2026

Time of Event: 9:00 am (start) to 3:00 pm (end)

Location: Erie 1 BOCES Education Campus 355 Harlem Road Bldg. A, Room A-1 West Seneca, NY 14224

Items to bring: Laptop and access to the internet

Objectives:
Participants will be able to:
Understand the definition, supporting research, and benefits of explicit instruction.
Define and describe the five essential components and other common elements of explicit instruction.
Explore resources designed to support effective explicit instruction implementation.

5. WRPC CRE - 01 Creating Welcoming and Affirming Learning Environments CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special Education Teachers, General Education Teachers, Pupil Support Personnel, School Leadership, District Leadership and Administration, Directors of Special Education

Dates: 7/14/2026

Creating Welcoming and Affirming Learning Environments is one of four high leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework.

When students feel like they belong at school, they have fewer absences, fewer disciplinary infractions, higher graduation rates, as well as increased engagement, self-esteem, and attitudes. Students with disabilities and students of different cultural backgrounds are less likely to feel like they have a positive relationship with their teacher and that their identities and abilities are valued and affirmed in school.

Date of Event: July 14, 2026

Time of Event: 12:30 pm (start) to 3:30 pm (end)

Location: Erie 1 BOCES Education Campus 355 Harlem Road
Bldg. A, Room A-1
West Seneca, NY 14224

Objectives:
By the end of this training, participants will:
Understand how a welcoming and affirming learning environment improves student outcomes
Better understand their own identities and how those identities shape their relationships and experiences
Develop strategies for creating a welcoming and affirming learning environment
Identify 2-3 next steps for ongoing professional learning

6. WRPC SDI - 01 SDI for Administrators CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Administrators

Dates: 7/15/2026 to 7/30/2026

This training is intended to further develop administrators' knowledge of SDI and how SDI should be designed and developed based on individual student need to address their learning barriers.

Dates of Event: July 15 thru July 30, 2026 (Asynchronous - Schoology)

Please note the presenter will email course access code a few days prior to the training.

Objectives: As a result of this training, administrators will be able to:
Define SDI
Recognize how to differentiate SDI from general education
Identify what SDI looks like in the classroom setting
Gain necessary skills for supervision of implementation of SDI

7. WRPC BEH - 27 Function Based Thinking CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

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

Dates: 7/15/2026

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

Date of Event: July 15, 2026

Time of Event: 8:30 am (start) to 3:00 pm (end)

Location: Niagara Falls CSD - Cataract Elementary School
6431 Girard Avenue
Niagara Falls, NY 14304

Objectives:
As a result of this training, participants will be able to:
Describe challenging behaviors
Understand the behavior pathway and use it to determine the function of behaviors
Understand and engage with the function-based thinking process to prevent or extinguish unwanted behaviors

8. WRPC TRAN - 01 T-254 Introduction to Transition Planning CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Students, families, and professionals (e.g., special educators, school counselors, school psychologists and social workers, building level administrators, and elementary, middle school, and secondary teachers).

Dates: 7/16/2026

The purpose of the training is to provide participants with a high-level understanding of student-centered transition planning, including its purpose and significance in supporting students with disabilities as they prepare for life after high school.
The training covers relevant New York State (NYS) regulations and federal requirements, highlights where transition is addressed within the Individualized Education Program (IEP) and explores the role and types of transition assessments. Participants will compare multiple graduation pathways, diploma, and credential options, and learn strategies to engage students and families meaningfully in the process.
The training also introduces the range of agencies and services available to support successful post-school outcomes.

Date of Event: July 16, 2026

Time of Event: 9:00 am (start) to 11:00 am (end)

Location: Erie 1 BOCES Education Campus
355 Harlem Road
Bldg. A, Room A-1
West Seneca, NY 14224

Objectives: Participants will:
Identify what transition planning is and why it is important.
Name NYS regulations and federal requirements related to transition planning.
Identify the various places within the IEP where transition is reflected.
Recognize the importance of transition assessments and the variety available.
Compare the multiple pathways to graduation, diploma, and credential options.
Explain the importance of student and family involvement in the transition planning process.
Recognize the various agencies that provide services to students and adults with disabilities.

9. WRPC LIT - 07 Explicit Vocabulary Instruction for Teachers CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

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

Dates: 7/21/2026

Research tells us that a student's breadth and depth of vocabulary is strongly linked to successful academic outcomes.
This course focuses on using the evidence-based practice of explicit instruction to teach vocabulary.
Please have a resource for identifying vocabulary words for an upcoming lesson (such as a book, passage, etc.) available during the session.

Date of Event: July 21, 2026

Time of Event: 9:00 am (start) to 3:00 pm (end)

Location: Erie 1 BOCES Education Campus
355 Harlem Road
Bldg. A, Room A-4
West Seneca, NY 14224

Items to bring: laptop and a resource for identifying vocabulary words for an upcoming lesson (such as a book, passage, etc.).

Objectives: Objectives: As a result of this training, participants will be able to:
Explain the importance of robust vocabulary instruction for students in the elementary grades.
Understand how explicit instruction can be applied to vocabulary instruction.
Describe key features of vocabulary instruction and identify ways to incorporate vocabulary instruction into different parts of the school day.

10. WRPC SET - 01 Educational Benefit IEP Reflection: Strategies for Improving Education Programs & Decision-Making at the Committee on Special Education CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: CSE Chairs, Special Education Administrators, Special Education teachers

Dates: 7/22/2026

The Educational Benefit IEP Reflection: Strategies for Improving Education Programs and Decision Making at the Committee on Special Education (CSE) professional development training package is intended to build awareness that student growth should be reflected across multiple years of Individualized Education Programs (IEPs). Furthermore, it is intended to guide participants to the realization that throughout the IEP there should be indicators of how the student learns, what their needs are and the specialized instruction that their disability requires.

Districts/organizations must have a team of 2 in order to complete the work in this training. (Sending multiple teams enables a district to make decisions to improve IEP development.)

There will be a pre-reading task prior to this meeting. This task and materials will be sent out at the close of registration on July 9, 2026

Each team should select 3 students. Gather 3 consecutive years of IEPs for each student. Bring either hard copies or electronic copies. If working with electronic copies, be sure to bring a laptop or other device for access.

Date of Event: July 22, 2026

Time of Event: 9:00 am (start) to 3:00 pm (end)

Location: ERIE 1 BOCES Education Campus
355 Harlem Road
Bldg. A, Room A-1
West Seneca, NY 14224

Objectives: Participants will:

Learn the historical context around Educational Benefit

Understand what constitutes Educational Benefit

Perform a replicable process for reviewing Individualized Education Programs

Items to bring: Laptop or other device

11. WRPC TRAN- 02 Transition Assessment: The Essentials CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special Education Teachers, School Psychologists, CSE Chairpersons, Special Education Directors

Dates: 7/23/2026 to 7/30/2026

Transition assessments provide the baseline information from which students can identify reasonable post-secondary goals and transition needs.
It assists educators in identifying student voice related to student strengths, preferences, and interests as well as identifying appropriate transition activities to meet the needs of the student.
This training provides an overview of a variety of assessments related to each of the measurable postsecondary goal areas of Employment, Education/Training, and Independent Living and provides guidance for using the results to develop and document transition plans in the IEP.
Course is considered complete when all requirements are met. (Watch Video training, Check for Understanding question, Discussion Forum and attendance at Discussion Forum).

Dates of Event: July 23, 2026 thru July 30, 2026 (Asynchronous)

4hr Asynchronous Training & 1hr Discussion Forum Hangout

Mandatory Discussion Forum: July 30, 2026
Time of Discussion Forum: 2:00 pm (start) to 3:00 pm (end)

Location: Virtual - Asynchronous

Objectives:
Participants will:
Identify what transition is and why it's important.
Learn how transition assessments support career planning.
Explore transition assessments for education and training, employment, independent living, and those that generalize across areas.
Use assessment results to identify transition strengths and needs, to develop individualized goals and services.

12. WRPC BEH - 01 The Language of Classroom Management CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: General and Special Education Teachers, Paraprofessionals, other school staff, Administration and service providers

Dates: 7/28/2026 to 8/4/2026

his training package is designed for PreK-12th grade educators who would like more information on positive behavior support- classroom management strategies including:
1) arranging the physical environment, 2) defining, teaching, and acknowledging expectations and rules, 3) defining and teaching classroom procedures and routines,
4) active supervision, 5) behavior specific praise, 6) response strategies for inappropriate behavior, 7) class-wide group contingencies, and 8) multiple opportunities to respond.

Participants must attend both days to receive CTLE credit.

Dates of Event: July 28 and August 4, 2026

Time of Event: 8:30 am (start) to 3:00 pm (end)

Location: Erie 1 BOCES Education Campus
355 Harlem Road
Bldg. A, Room A-1
West Seneca, NY 14224

Objectives - Participants will:
Understand the importance of building relationships with students to improve classroom management practices
Learn foundational behavioral theory and practices to support effective classroom management
Explain evidence-based classroom management practices and identify when to use them
Develop a classroom management action plan that applies the practices presented in this training

The Classroom Management Day 2 workshop is on August 4, 2024.

13. WRPC LIT - 02 Phonological Awareness: Establishing Foundations for Reading Success CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, general education teachers, literacy/reading instructors, administrators

Dates: 7/30/2026

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.
Date of Event: July 30, 2026
Time of Event: 9:00 am (start) to 3:00 pm (end)
Location: Erie 1 BOCES Education Campus
355 Harlem Road
Bldg. A, Room A-2
West Seneca, NY 14224
Prerequisite: Foundations of Effective Reading Instruction: Understanding the Science of Reading

Objectives: Participants will be able to:
Define phonological awareness and explain the difference between phonological awareness, phonemic awareness, and phonics.
Explain why phonological awareness is a crucial set of skills that are foundational to successful reading.
Identify what skills to teach when, and how to teach these skills for students to master phonological awareness.
Describe an example of how to use assessment to improve the effectiveness of phonological awareness instruction for students.

14. WRPC BEH - 07 Discipline Procedures for Students with Disabilities CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: District/building level administrators – may include: superintendents, directors of special education, directors of pupil personnel services, CSE chairpersons, principals, deans of students, etc.

Dates: 8/5/2026

This 6-hour training package is designed for district/building level administrators to gain a better understanding of the process related to discipline for students with disabilities as per Part 201 of the Commissioner's Regulations.
This professional development supports the administrator's understanding of the regulatory requirements and the administrative responsibilities, as they relate to discipline, and are aligned to state law to ensure district compliance.
Participants will increase their knowledge of policies, regulations, and best practices related to suspension, removal, and behavioral supports related to implementing discipline for students with disabilities.

Date of Event: August 5, 2026

Time of Event: 8:30 am (start) to 3:00 pm (end)

Location: Cattaraugus Allegany BOCES - Olean
1825 Windfall Road
Training Room 4
Olean, NY 14760

Items to bring: Laptop and Access to Suspension Data

Objectives:
District and building leadership will understand the principles and guidance put forth in IDEA 2004 and NYS Part 201 regulations regarding the discipline of students with disabilities.
District and building leaders will be better able to implement practices within their districts that are aligned with regulations.

15. WRPC LIT - 08 Universal Screening Best Practices in Screening for Academic Deficits CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Literacy specialists, Special Education teachers, General Education teachers, school psychologists, administrators, and other educators who may implement universal screening.

Dates: 8/5/2026

This professional development course offers an overview of what universal screening is and how to adopt this practice within schools. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS and RTI) as well as students receiving special education services. This training covers the essential knowledge and skills necessary to understand the importance and core features of universal academic screening.

Date of Event: August 5, 2026

Time of Event: 9:00 am (start) to 3:00 pm (end)

Location: Synchronous Via Zoom

The presenter will email course access code a few days prior to the training.

Objectives: As a result of this training, participants will be able to:
Define universal screening
Describe the purpose of universal screening
Describe the features of a high-quality universal screening measure
Identify tools to guide them in selecting a universal screening measure
Identify the steps for implementing a universal screening process in their educational organization.

16. WRPC LIT - 04 Foundations of Effective Reading Instruction: Understanding the Science of Reading CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: (Schoology) Asynchronous Access Code for Schoology will be sent with Welcome Letter. Zoom link for Discussion Forum will be sent while the course is running.

Dates: 8/6/2026 to 8/20/2026

Part one of a multi-part training series will help participants understand the foundational skills that are needed for students to become proficient readers.
Participants will explore evidence-based instructional practices in reading and their influence on reading proficiency and equity for all students.

Dates of Event: August 6, 2026 - August 20, 2026 Asynchronous (Schoology)
Mandatory Discussion Forum: August 19, 2026 at 3:00pm to 4:00 pm via ZOOM

The course is asynchronous and self-paced on the Schoology platform.  You may already have a Schoology account.  If not, you should login to Schoology and create a free student account.

Items: Laptop or other device.

Objectives: 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

17. WRPC CRE - 02 Fostering High Expectations and Rigorous Instruction CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: District Leadership and Administration, Pupil Support Personnel, School Leadership, Directors of Special Education, Special Education Teachers, General Education Teachers (anyone serving students with disabilities).

Dates: 8/11/2026

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

Date of Event: August 11, 2026

Time of Event: 12:30 pm (start) to 3:30 pm (end)

Location: Erie 1 BOCES Education Campus
355 Harlem Road
Bldg. A, Room A-4
West Seneca, NY 14224

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

18. WRPC SET - 02 CPSE/CSE Chairperson Training Day 1 CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: CPSE/CSE Chairpersons, Psychologists, Directors of Special Education, Special Education Teachers, Building Administrators

Dates: 8/12/2026

Attention: This is a "new" series of Chairperson modules. Although basic information hasn't changed, current guidance is updated and most recent topic focuses are highlighted.
Whether you are new to your role as a chairperson or experienced and interested in reviewing your current practices, this is an opportunity to network with other directors of special education, administrators, school psychologists, special ed teachers, and chairpersons as you participate in a series of modules that provide CSE and CPSE chairpersons with compliant guidance and best practices in the CSE CPSE process.
The 4-day series will be facilitated with a guide mix of in-person meetings, virtual meetings, and self-paced modules. Participation in engagement activities and exit tickets is an expectation for completion. A dedication total of 24 hours will complete all 9 modules.
"Preschool Special Education process" is recommended for those who need to know the differences in Preschool and school-age process and timelines. This can be considered 5th day of series, additional 5.5 CTLE hours.
Date of Event: August 12, 2026
Time of Event: 8:30 am (start) - 3:00 pm (end)
Location: Erie 1 BOCES
355 Harlem Road
Bldg. A, Room A-1
West Seneca, NY 14224
Items: Bring laptop to access online materials and activities
Objectives:
Understand the special education process as delineated in NYS Education Law and Regulations
Identify specific responsibilities as Chairperson of Committee
Develop procedures that encourage parental involvement and culturally responsive practices that cultivate home-school partnerships
Pinpoint strategies for the Committee to make high quality decisions that result in an individualized education program (IEP) that meets State requirements and provides educational benefit to the student

19. WRPC SET - 03 CPSE/CSE Chairperson Training Day 2 CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: CPSE/CSE Chairpersons, Psychologists, Directors of Special Education, Special Education Teachers, Building Administrators

Dates: 8/13/2026

Attention: This is a "new" series of Chairperson modules. Although basic information hasn't changed, current guidance is updated and most recent topic focuses are highlighted.
Whether you are new to your role as a chairperson or experienced and interested in reviewing your current practices, this is an opportunity to network with other directors of special education, administrators, school psychologists, special ed teachers, and chairpersons as you participate in a series of modules that provide CSE and CPSE chairpersons with compliant guidance and best practices in the CSE CPSE process.
The 4-day series will be facilitated with a guide mix of in-person meetings, virtual meetings, and self-paced modules. Participation in engagement activities and exit tickets is an expectation for completion. A dedication total of 24 hours will complete all 9 modules.
"Preschool Special Education process" is recommended for those who need to know the differences in Preschool and school-age process and timelines. This can be considered 5th day of series, additional 5.5 CTLE hours.
Date of Event: August 13, 2026
Time of Event: 8:30 am (start) - 3:00 pm (end)
Location: Erie 1 BOCES
355 Harlem Road
Bldg. A, Room A-1
West Seneca, NY 14224
Items: Bring laptop to access online materials and activities
Objectives:
Understand the special education process as delineated in NYS Education Law and Regulations
Identify specific responsibilities as Chairperson of Committee
Develop procedures that encourage parental involvement and culturally responsive practices that cultivate home-school partnerships
Pinpoint strategies for the Committee to make high quality decisions that result in an individualized education program (IEP) that meets State requirements and provides educational benefit to the student

20. WRPC LIT - 01 Phonics and Word Recognition: Establishing the Foundations for Reading Success CTLE # 3201

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, general education teachers, literacy/reading instructors, administrators

Dates: 8/18/2026

The purpose of this training is to help participants gain a greater understanding of the Science of Reading; specifically, what phonics and word recognition is and how crucial this skill set 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 phonics and word recognition.
The training will also provide context for the importance of using assessments to improve the effectiveness of phonics 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.

Date of Event: August 18, 2026

Time of Event: 9:00 am (start) to 3:00 pm (end)

Location: Erie 2 Chaut-Catt BOCES - HEWES EDUCATIONAL CENTER
2615 N. Maple Ave Large Group Room Ashville, NY 14710
Prerequisite: Participants should have completed: Foundations of Effective Reading Instruction: Understanding the Science of Reading and Phonological Awareness: Establishing Foundations for Reading Success.
Items to bring: A laptop or tablet. Writing utensils.
Participants are encouraged to listen to Sold a Story, a podcast from American Public Media, to build background knowledge prior to attending this training. The primary purpose is to reinforce why students need explicit and systematic phonics and word reading instruction.
Objectives:
Describe the legal and ethical importance of providing scientific research-based instruction in phonics and word recognition.
Define phonics and word recognition and describe why they are important to overall reading development.
Explain when and how to teach phonics and word recognition according to our current knowledge of the science of reading.
Identify ways in which classroom assessments can be used to improve phonics and word recognition instruction and student outcomes.

21. WRPC SDI - 02 SDI Overview CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, general education teachers, paraprofessionals, CSE Chairs

Dates: 8/18/2026

An Overview of Specially Designed Instruction takes participants through a review of the regulatory requirements of SDI, supporting instructional practices to be used for all students, as well as the basic elements of SDI.
Participants will engage in meaningful processing activities and create a student SDI profile.

Date of Event: August 18, 2026

Time of Event: 9:00 am (start) to 3:00 pm (end)

Location: Synchronous Remote

Please note: The presenter will email course access codes a few days prior to the training.

Objectives:
As a result of this training, participants will:
Develop introductory knowledge of specially designed instruction (SDI)
Identify ethical and legal reasons for the use of SDI
Be able to define SDI and its purpose
Understand the relationships between SDI and other instructional strategies
Be able to describe SDI and its core elements
Differentiate between accommodations and modifications
Practice selecting appropriate SDI based upon student needs and characteristics

22. WRPC SET - 04 CPSE/CSE Chairperson Training Day 3 CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: CPSE/CSE Chairpersons, Psychologists, Directors of Special Education, Special Education Teachers, Building Administrators

Dates: 8/19/2026

Attention: This is a "new" series of Chairperson modules. Although basic information hasn't changed, current guidance is updated and most recent topic focuses are highlighted.
Whether you are new to your role as a chairperson or experienced and interested in reviewing your current practices, this is an opportunity to network with other directors of special education, administrators, school psychologists, special ed teachers, and chairpersons as you participate in a series of modules that provide CSE and CPSE chairpersons with compliant guidance and best practices in the CSE CPSE process.
The 4-day series will be facilitated with a guide mix of in-person meetings, virtual meetings, and self-paced modules. Participation in engagement activities and exit tickets is an expectation for completion. A dedication total of 24 hours will complete all 9 modules.
"Preschool Special Education process" is recommended for those who need to know the differences in Preschool and school-age process and timelines. This can be considered 5th day of series, additional 5.5 CTLE hours.
Date of Event: August 19, 2026
Time of Event: 8:30 am (start) - 3:00 pm (end)
Location: Erie 1 BOCES
355 Harlem Road
Bldg. A, Room A-1
West Seneca, NY 14224
Items: Bring laptop to access online materials and activities
Objectives:
Understand the special education process as delineated in NYS Education Law and Regulations
Identify specific responsibilities as Chairperson of Committee
Develop procedures that encourage parental involvement and culturally responsive practices that cultivate home-school partnerships
Pinpoint strategies for the Committee to make high quality decisions that result in an individualized education program (IEP) that meets State requirements and provides educational benefit to the student

23. WRPC SET - 05 CPSE/CSE Chairperson Training Day 4 CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: CPSE/CSE Chairpersons, Psychologists, Directors of Special Education, Special Education Teachers, Building Administrators

Dates: 8/20/2026

Attention: This is a "new" series of Chairperson modules. Although basic information hasn't changed, current guidance is updated and most recent topic focuses are highlighted.
Whether you are new to your role as a chairperson or experienced and interested in reviewing your current practices, this is an opportunity to network with other directors of special education, administrators, school psychologists, special ed teachers, and chairpersons as you participate in a series of modules that provide CSE and CPSE chairpersons with compliant guidance and best practices in the CSE CPSE process.
The 4-day series will be facilitated with a guide mix of in-person meetings, virtual meetings, and self-paced modules. Participation in engagement activities and exit tickets is an expectation for completion. A dedication total of 24 hours will complete all 9 modules.
"Preschool Special Education process" is recommended for those who need to know the differences in Preschool and school-age process and timelines. This can be considered 5th day of series, additional 5.5 CTLE hours.
Date of Event: August 20, 2026
Time of Event: 8:30 am (start) - 3:00 pm (end)
Location: Erie 1 BOCES
355 Harlem Road
Bldg. A, Room A-1
West Seneca, NY 14224
Items: Bring laptop to access online materials and activities
Objectives:
Understand the special education process as delineated in NYS Education Law and Regulations
Identify specific responsibilities as Chairperson of Committee
Develop procedures that encourage parental involvement and culturally responsive practices that cultivate home-school partnerships
Pinpoint strategies for the Committee to make high quality decisions that result in an individualized education program (IEP) that meets State requirements and provides educational benefit to the student

24. WRPC BEH - 29 Integrating Trauma-Sensitivity into a Positive Behavior Interventions and Supports Framework CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Educational Organizations, Administrators, Teachers, Special educational teachers, Support staff.

Dates: 8/20/2026

This workshop describes the ways in which a public health crisis, school crisis and/or types of civic unrest may be significant sources of stress and/or trauma for the students whom we support.
Additionally, it explains the biological, cognitive, emotional, and behavioral effects of trauma on student development and the ways they in turn affect a student's academic and behavioral functioning in the classroom. The content explains how to use the data, systems, and practices components of a multi-tiered systems approach to behavior to provide differentiated evidence-based supports.
The package allows Educational Organizations to explore and determine if their school-wide Tier 1 practices reflect a trauma-sensitive approach to responding to student behavior.

Date of Event: August 20, 2026

Time of Event: 8:30 am (start) to 3:00 pm (end)

Location: Erie 1 BOCES Educational Campus
355 Harlem Road
Bldg. A, Room - Active Learning Center
West Seneca, NY 14224

Objectives:
Participants will gain an understanding of what trauma is and how it affects learning. They will be able to apply several strategies to help build their school's trauma-sensitive support system.
Participants will learn how district and school leaders can incorporate trauma-sensitive practices within a Positive Behavioral Interventions and Supports (PBIS) framework which ensures that trauma practices can be integrated into a system that links these efforts to student outcomes.

25. WRPC TRAN - 03 Transition in the IEP and Case Study Application CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

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

Dates: 8/27/2026

The purpose of Transition in the IEP is to gain an in-depth understanding of the transition planning process and the essential components as required by the SPP Indicator 13.
Attendees will deepen their understanding of not only what is required, but best practices and evidence-based strategies related to quality transition services and planning.
Participants will apply key concepts from the training using either a case study or an IEP they have developed.

Date of Event: August 27, 2026

Time of Event: 9:00 am (start) to 3:00 pm (end)

Location: Erie 1 BOCES Education Campus
355 Harlem Road
Bldg. A, Room A-1
West Seneca, NY 14224

Objectives: Participants will:
Identify age-appropriate transition assessments
Identify components needed to write measurable post-secondary goals
Identify key components of high-quality Transition IEPs and understand the transition planning process
Identify key concepts of Coordinated Set of Activities
Ensure student participation in the development of a transition IEP and parent involvement in the transition planning process
Describe the role of agencies and promote interagency collaboration
Be able to directly apply and implement these practices to ensure student success with postsecondary goals
Recognize the impact of the transition planning process on student data explicit to the SPP Indicators.
Discuss current practices related to the Committee on Special Education (CSE) recommendations for programs and services to address a student's transition needs and achievement of Measurable Postsecondary Goals.

26. WRPC CRE - 03 Fostering High Expectations and Rigorous Instruction CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Dates: 9/3/2026

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

Date of Event: September 3, 2026

Time of Event: 12:30 pm (start) to 3:30 pm (end)

Location: Barker CSD
1628 Quaker Road
Barker, NY 14012

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

27. WRPC BEH - 08 Alternatives to Suspension Day 1 and Day 2 CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Building level administrators, general education teachers, special education teachers, school psychologists and counselors.

Dates: 9/7/2026 to 9/29/2026

The issue of in and out-of-school suspensions of all students, including students with disabilities, who demonstrate escalated classroom behavior, has become controversial and divisive leaving many staff members at odds.
This two-day training package, designed for building level administrators and teachers, is intended to help participants understand that exclusionary practices have significant short and long-term negative effects on academic, social-emotional, health and wellness, and family outcomes of students and that there are alternative approaches to discipline that lead to improved student outcomes.
Participants will ground themselves in a common understanding of suspension, removal, and discipline, as well as influences, impacts, policies, and procedures that contribute to the on-going suspension crisis in schools today.
Throughout these two days, participants will learn and explore effective research-based strategies for responding to student behavior and appropriate alternatives to suspension, which have significantly fewer negative impacts on student or family outcomes.

Dates of Event: September 7, 2026 through September 29, 2026 Via Schoology (Asynchronous)

Mandatory Discussion Hours: September 29, 2026 8:30 am to 9:30 am OR 1:30 pm to 2:30 pm
Must attend for CTLE credits.

Items needed: Laptop with access to Suspension data

Objectives:
Gaining a deeper understanding of research-based strategies to effectively manage student behavior with the intent of keeping students in schools and classrooms, which will lead to improved academic and social-emotional outcomes.

28. WRPC LIT - 09 Best Practices in Academic Progress Monitoring CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

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

Dates: 9/7/2026 to 9/23/2026

This asynchronous professional development training is self-paced for the delivery of content, paired with a mandatory Zoom discussion forum session with support from the facilitator.
The purpose is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students.
The training includes the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring.
The training is most applicable to those who will be engaging directly in the progress monitoring process with students, such as General Education Teachers, Special Education Teachers, Administrators, Literacy Specialists and School Psychologists.

Dates of Event: September 7, 2026 to September 23, 2026 (Schoology and ZOOM)

Mandatory Discussion Forum: September 23, 2026

Time of Mandatory Discussion Forum: 3:00 pm (start) to 4:00 pm (end)

Objectives:
As a result of this training, participants will be able to:
Describe the purpose of progress monitoring.
Define progress monitoring.
Identify the steps for implementing progress monitoring at the individual student level.

29. WRPC TRAN - 04 Foundations of Job Coaching for Work-Based Learning (WBL) Experience CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

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

Dates: 9/15/2026

The Foundations of Job Coaching for WBL Experiences workshop provides participants with the essential knowledge of what high-quality WBL experiences look like in New York State (NYS) and explains the alignment of Work Based Learning and the Career Development and Occupational Student (CDOS) Commencement Credential.
Through discussions and hands on activities, participants will develop an understanding of the role and expectations of a job coach, as well as best practices pertaining to coaching students in a variety of school and community-based settings.

Date of Event: September 15, 2026

Time of Event: 9:00 am (start) to 3:00 pm (end)

Location: Erie 1 BOCES Education Campus
355 Harlem Road
Bldg. A, Room A-1
West Seneca, NY 14224

Objectives: Participants will:
Identify components of high-quality Work Based Learning Experiences
Describe the alignment of WBL and the Career Development and Occupational Studies (CDOS) Commencement Credential.
Define the role and expectations of a job coach
Summarize skills and training methods to support skill acquisition

30. WRPC LIT- 03 Reading Fluency: Establishing the Foundations for Reading Success CTLE #_32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special Education Teachers, General Education Teachers, Literacy/Reading Instructors, and Administrators.

Dates: 9/16/2026

This training dives deeper into one of the key instructional areas of reading: fluency. Participants will learn what reading fluency is, what reading science can teach us about the critical elements of reading fluency, how it develops over time, and how best to teach this skill to support overall reading development.
Additionally, information about how to use assessment to optimize student instruction in this area will be provided. The training will provide context for the importance of high-quality fluency instruction to issues of equity, legal responsibilities around providing instruction aligned with the science of reading, and how to support students with diverse learning needs. 

Date of Event: September 16, 2026
Time of Event: 9:00 am (start) to 3:00 pm (end)
Locations: Erie 1 BOCES Education Campus
355 Harlem Road
Bldg. A, Room A-1
West Seneca, NY 14224

Objectives:
Describe the legal and ethical importance of providing scientific research-based instruction in reading fluency.
Define reading fluency and describe why it is important to overall reading development.
Explain when and how to teach reading fluency according to our current knowledge of the science of reading.
Identify ways in which classroom assessments can be used to improve fluency instruction and student outcomes.
Describe ways in which students with diverse backgrounds and learning needs can be provided with individualized fluency support.

31. WRPC SET - 06 Preschool Special Education Process CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Dates: 9/17/2026

This full-day, Preschool Special Education Process training is designed to gain a foundational understanding of the Committee on Preschool Special Education (CPSE):
Preschool regulations and procedures
The roles and responsibilities of all parties
How the CPSE Chairperson facilitates the development and review of the IEP

Date of Event: September 17, 2026

Time of Event: 8:30 am (start) to 3:00 pm (end)

Location: Erie 1 BOCES
355 Harlem Road
Bldg. A, Room A-1
West Seneca, NY 14224

Items to bring: Laptop and an IEP if possible.

Objectives:

• Understand the preschool special education process as delineated in education laws and regulations

• Know the role of the Chairperson, the Preschool Provider, the Evaluator, the County, the parents and the Committee

• Develop practices which encourage parental involvement and cultivate home-school partnerships

• Learn the Committee is charged with making high quality decisions that will result in an Individualized Education Program (IEP) that meets state requirements and will result in educational benefit to the student.

32. WRPC BEH - 03 Introduction to the Behavior Pathway CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: General and Special Education teachers, paraprofessionals, and parents

Dates: 9/22/2026

Participants will learn each of the components of the Behavior Pathway in order to guide thinking that leads to the understanding of the function of behavior to promote desired behavior.

Date of Event: September 22, 2026

Time of Event: 9:00 am (start) to 12:00 pm (end) Synchronous via ZOOM

Objective: Participants will be able to apply the Behavior Pathway to promote positive desired behavior.

33. WRPC SDI - 03 Assessment Essentials: Part 1

Program: Regional Partnership Center (RSE-TASC)

Audience: Administrators, General Education Teachers, Special Education Teachers, School Psychologists, Related Service Providers

Dates: 9/22/2026

The Assessment Essentials Part 1 training package is the first in a two-part series of trainings based on assessment and provides participants with foundational knowledge vital for academic assessment.
Participants will learn why academic assessments are an important and necessary tool for educational success, the language of academic assessment, the types of information assessments provide, and how to pick the right assessment for their students.

Date of Event: September 22, 2026

Time of Event: 9:00 am (start) to 1:00 pm (end)

Location: Erie 1 BOCES Education Campus
355 Harlem Road
Bldg. A, Room A-1
West Seneca, NY 14224

Objective: Participant will be able to:

Explain the importance of assessment for providing high quality instruction to all students.
Describe a variety of assessments using essential terminology.
Explain the resulting scores from various assessment types.
Use a process for identifying high-quality assessment tools that match student needs.

34. WRPC BEH - 16 Discipline Procedures for Students with Disabilities CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: District/building level administrators – may include superintendents, directors of special education, directors of pupil personnel services, CSE chairpersons, principals, deans of students, etc.

Dates: 9/24/2026

This full-day training package is designed for district/building level administrators to gain a better understanding of the process related to discipline for students with disabilities as per Part 201 of the Commissioner's Regulations.
This professional development supports the administrator's understanding of the regulatory requirements and the administrative responsibilities, as they relate to discipline, and are aligned to state law to ensure district compliance. Participants will increase their knowledge of policies, regulations, and best practices related to suspension, removal, and behavioral supports related to implementing discipline for students with disabilities.

Date of Event: September 24, 2026

Time of Event: 8:30 am (start) to 3:00 pm (end)

Location: Erie 1 BOCES Education Campus
355 Harlem Road
Bldg. A, Room A-1
West Seneca, NY 14224

Objectives:
As a result of this training, district and building leadership will understand the principles and guidance put forth in IDEA 2004 and NYS Part 201 regulations regarding the discipline of students with disabilities.
District and building leaders will be better able to implement practices within their districts that are aligned with regulations

35. WRPC LIT - 06 Science of Reading for Administrators: The First Steps CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Administrators

Dates: 9/25/2026

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. 

Date of Event: September 25, 2026 Synchronous on ZOOM

Time of Event: 9:00 am (start) to 3:00 pm (end)

Location: Synchronous training on ZOOM

Items to have: Laptop and access to internet

Objectives: Participants will be able to:
describe the status of reading achievement of students in the United States and New York State.  
understand the instructional elements aligned to reading research that are essential for proficient reading. 
understand reading science research to share with staff and begin to transition to the Science of Reading as the foundation of reading instruction. 
Please note: this training requires participants to be actively engaged throughout the training. Breaks will be provided.

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