Regional Offering

Date of Event: May 6, 2024 - May 20, 2024

Location: Schoology

Required Follow-up session via ZOOM: A required 1-hour follow-up session will be held on your choice of Wednesday, 5/22 at 2pm OR Thursday, 5/23 at 3pm. Please email Alison at aparzych@e1b.org with your selected session and she will send you the appropriate ZOOM link. During the follow-up session, we will briefly review the larger concepts of the training, answer questions from participants, and discuss your next steps for application of Specially Designed Instruction. Should neither of the above times work, please contact Alison via email.

Objectives: Participants will: 

  Define Specially Designed Instruction (SDI)

Describe and understand Federal and New York State regulatory guidelines for SDI

Differentiate SDI from general education instruction

Identify what elements of instruction may be adapted in SDI

Identify and describe the differences between SDI accommodations and modifications

Develop SDI based upon individual student needs using concepts and skills learned during this training

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: May 9, 2024

Time of Event: 12:00 pm (start) to 3:00 pm (end)

Location: Erie 1 BOCES Education Campus

355 Harlem Road, Room A-1

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

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: May 14, 2024

Time of Event: 8:30 am (start) to 4:00 pm (end)

Location: Erie 1 BOCES Education Campus

355 Harlem Road, Room A-3

West Seneca, NY 14224

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.

Prerequisite: Foundations of Effective Reading Instruction: Understanding the Science of Reading

Items to bring: Laptop and writing utensil

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: May 14, 2024

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

Location: Erie 1 BOCES Education Campus

355 Harlem Road, Room A-4

West Seneca, NY 14224

Objectives: Participants will be able to apply the Competing Behavior Pathway to:

Promote positive desired behavior

Increase student academic outcomes

Support student in the least restrictive environment

Pre-requisite: Introduction to the Behavior Pathway

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-part training package, will be given as an asynchronous online training 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.

Part 1: of this asynchronous online training will be from May 15th - May 31st

Part 2: of this asynchronous online training will be from June 1st - June 12th

Discussion Forum: 6/12/24 9am-10:00am or 1:00 -2:00pm - via Zoom

Please note that you will not receive any partial credit for attending only Day 1 or Day 2, you must complete both May and June schoology courses and attend one of the zoom discussion forum on 6-12-24, no CTLE Certificate will be given unless all work is complete

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.

ATTENTION: this is the NEW series of Chairperson modules.

Although the 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 education 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 and CPSE process.

The 4-day series will be facilitated with a guided mix of live virtual meetings and self-paced modules. Participation in engagement activities and exit tickets is an expectation for completion. A dedicated total of 24 hours will complete all 9 Modules.

DAY 1: IN-PERSON at Erie 1 BOCES, Education Campus, 355 Harlem Road, West Seneca NY 14224 Bldg A, Rm A-4 Tues-May 21, 2024 …8:30-11:00 am -Module 1 (Regulatory Foundation) Tues-May 21, 2024 …11:45-3:00 pm -Module 10 (Effective Meetings)

Objectives:

1. Understand the special education process as delineated in New York State Education Law and Regulations;

2. Identify specific responsibilities as Chairperson of the Committee;

3. Develop procedures that encourage parental involvement and culturally responsive practices that cultivate home-school partnerships; and

4. 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.

This package 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.

Dates of Events: May 29, 2024 9:00 am to 12:00 pm (with optional Q&A from 12pm to 1pm)

June 4, 2024 9:00 am to 12:00 pm (with optional Q&A from 12pm to 1pm)

Location: Erie 1 BOCES Education Campus

355 Harlem Road, ROOM A-2

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.

Items to bring: On Day 2 Bring District and/or Building Behavior Matrix

ATTENTION: this is the NEW series of Chairperson modules.

Although the 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 education 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 and CPSE process.

The 4-day series will be facilitated with a guided mix of live virtual meetings and self-paced modules. Participation in engagement activities and exit tickets is an expectation for completion. A dedicated total of 24 hours will complete all 9 Modules.

DAY 2: VIRTUAL - Schoology and or Zoom Th-May 30, 2024 …8:30-11:00 am -Module 2 (Referral Process) Th-May 30, 2024 …12:00-2:00 pm -Module 3 (Evaluation) Th-May 30, 2024 …2:00-3:00 pm -Module 4 (Eligibility)

Objectives:

1. Understand the special education process as delineated in New York State Education Law and Regulations;

2. Identify specific responsibilities as Chairperson of the Committee;

3. Develop procedures that encourage parental involvement and culturally responsive practices that cultivate home-school partnerships; and

4. 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.

This training focuses on developing PLPs and goals that align in the Individualized Educational Plans .

It also includes a demonstration of progress monitoring to make data-based decisions about instruction. Each participant will apply the learning objectives to the real-life IEPs brought to the training.

Date of Event: May 31, 2024

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

Location: Erie 2 BOCES LoGuidice Education Center 9520 Fredonia Stockton Road Room 608 Conference Room in A Building Fredonia, NY 14063

Objectives: 1. State why PLP information is critical

2. Connect skill needs to goals

3. Write and analyze annual goal

4. Connect PLP narratives to goals to progress monitoring

5. Understand the purpose and importance of analyzing progress monitoring data

6. Relate graphing progress to instructional decisions

Prerequisite: A temporary Schoology account will be set up for you through Erie 1 Technology Services

Login information and Access Codes will be emailed on 5/28/2024

Items to bring: Laptop or other device to access online activities and resources

Access to at least 1 IEP (hard copy or electronic)

Open only to employees of Erie 2 BOCES, not districts within Erie 2 BOCES.

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: June 1, 2024 (Opens) - June 20, 2024 (Closes)

Mandatory Discussion Forum: June 21, 2024 from 3:00pm to 4:00pm

Location: Schoology and Zoom Discussion Forum. This 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. The course code will be emailed to you prior to the course starting.

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.

Prerequisite - Foundations of Effective Reading Instruction: Understanding the Science of Reading.

Regional Offering

Date of Event: June 1, 2024 to June 14, 2024

Location: Schoology

Required Follow-up session via ZOOM: A required 1-hour follow-up session will be held on your choice of Monday, June 17 at 3pm OR Tuesday, June 18 at 2:30pm. Please email Alison at aparzych@e1b.org with your choice of session and she will send you the appropriate ZOOM link. During the follow-up session, we will briefly review the larger concepts of the training, answer questions from participants, and discuss your next steps for application of Specially Designed Instruction. If the above dates/times do not work, please contact Alison.

Objectives:

Participants will:

  Define and describe specially designed instruction. 

Identify what instructional strategies may work to close gaps based on different characteristics of each student. 

Examine what SDI looks like in the classroom.

   Examine the elements of the IEP and recognize how and where SDI for the student should be included in the IEP.

Apply their knowledge of SDI to complete student summary sheets and write comprehensive IEPs.

Research tells us that a student's breadth and depth of vocabulary is strongly linked to successful academic outcomes. This self-paced asynchronous course focuses on using the evidence-based practice of explicit instruction to teach vocabulary.

Date of Event: 6/3/2024 (start) to 6/23/2024 (end) - Schoology

Required Virtual Discussion Forum/Office Hours: 6/21/2024 from 2:30 pm to 3:30 pm (Zoom)

Location: Schoology - The course is asynchronous and self-paced on the Schoology platform.

   Zoom - The required discussion forum will take place on Zoom. A Zoom link and calendar invite will be emailed to you shortly after registration

Items to bring: Access to Internet and a device. You will also need a resource for identifying vocabulary words for an upcoming lesson, such as a book, passage, etc.

Objectives: 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.

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

Attendees will have the opportunity to engage in hands-on activities embedded throughout the training.

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

6/3/24-6/17/24 Asynchronous workshop on Schoology platform, access code will be sent out by Presenter, Julia Duerr a few days before workshop begins.

6/17/24 9-10 or 2-3 Discussion Forum must attend one of these not both, Zoom link will be sent by Julia on this day.

Must complete all tasks on Schoology and attend one hour of discussion forum to receive CTLE Certificate, no partial credit will be given.

This training will provide an overview of the various adult service agencies available in New York State (NYS) and the different types of services they provide. This training is meant to increase Educational Organizations (EOs) ability to assist students and families with appropriate, available referral options and processes. It is also intended to provide families with the knowledge necessary to work collaboratively with adult agencies. Course is considered completed when all requirements are met. (Watch Video training, Check for Understanding, Discussion Activities and attendance at one Discussion Forum Hangout.)

Participants will:

Access and utilize materials and resources to aid in the promotion of self-determination throughout the postsecondary planning process.

Discover various NYS agencies and community-based organizations (CBOs) and the different types of services they provide for individuals with disabilities.

Identify the importance of building community partnerships and the steps involved in the process

Course Opens: 6/3/2024 Course Closes: 6/11/24

Discussion Forum: 6/11/24 2:30-3:30 pm

2hr Asynchronous Training on Schoology & 1hr Discussion Forum Hangout on Zoom

ATTENTION: this is the NEW series of Chairperson modules.

Although the 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 education 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 and CPSE process.

The 4-day series will be facilitated with a guided mix of live virtual meetings and self-paced modules. Participation in engagement activities and exit tickets is an expectation for completion. A dedicated total of 24 hours will complete all 9 Modules.

DAY 3: IN-PERSON at Erie 1 BOCES, Education Campus, 355 Harlem Road, West Seneca NY 14224 Bldg B Rm B-2ab Wed-June 5, 2024 …8:30 am-3:00 -Module 5 (IEP Development)

Objectives:

1. Understand the special education process as delineated in New York State Education Law and Regulations;

2. Identify specific responsibilities as Chairperson of the Committee;

3. Develop procedures that encourage parental involvement and culturally responsive practices that cultivate home-school partnerships; and

4. 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.

This package of materials is designed to introduce educators to concepts of communication and culture that impact the ways educators and educational organizations (EOs) interact with families.

Overall, the aim is to ensure that educators are mindful with how they communicate with parents, guardians, and families to ensure that educational sites are culturally responsive and welcoming.

Date of Event: June 5, 2024

Time of Event: 12:00 pm (start) to 3:00 pm (end)

Location: Erie 1 BOCES Education Campus

355 Harlem Road, Building A, Active Learning Center

West Seneca, NY 14224

Objectives: Examine the impact of culture & communication in our practice as educators

Explore the concept of culture & connect with the idea of Culturally Responsive-Sustaining Education

Explore strategies for effective collaboration between families, caregivers, and schools to support students

This asynchronous professional development course offers an overview of what universal screening is and how to adopt this practice within schools.

Date of Event: June 6, 2024 to June 18, 2024 (Schoology)

Required Discussion Forum: June 18, 2024 From 2:30 pm to 3:30 pm (Zoom)

Objectives: Participants will be able to:

Define universal screening

Describe the purpose of universal screening

Describe the features of a high-quality universal screening measure

Identify tools to guide them in selecting a universal screening measure

Describe ways in which data from a universal screening measure can be used

Items needed: Access to Internet and a device

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: June 6, 2024

Time of Event: 9:00 am to 12:30 pm

A voluntary Q & A session from 12:30pm to 1:00 pm

Location: Erie 1 BOCES Education Campus

355 Harlem Road, ROOM A-1

West Seneca, NY 14224

Objectives: Participants will be able:

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

Prerequisite: Introduction to the Behavior Pathway

ATTENTION: this is the NEW series of Chairperson modules.

Although the 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 education 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 and CPSE process.

The 4-day series will be facilitated with a guided mix of live virtual meetings and self-paced modules. Participation in engagement activities and exit tickets is an expectation for completion. A dedicated total of 24 hours will complete all 9 Modules.

DAY 4: virtual schoology and or zoom, access codes sent by Presenter, Diane Vigrass via email before 6-11-24 Tues-June 11, 2024 …8:30-11:00--Mod 5 Review and 8:30- 10:00am-Module 6 (IEP Implementation) Tues-June 11, 2024 …11:00-12:30am -Module 7 (Annual Review) Tues-June 11, 2024 …1:00-3:00pm-Module 8 (Reevaluation)

Objectives:

1. Understand the special education process as delineated in New York State Education Law and Regulations;

2. Identify specific responsibilities as Chairperson of the Committee;

3. Develop procedures that encourage parental involvement and culturally responsive practices that cultivate home-school partnerships; and

4. 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.

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

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.

Virtual Synchronous workshop Date: June 20, 2024 Time: 8:30am to 2:30 pm Meeting link and materials will be provided to registrants on June 17, 2024. Please bring an IEP if available.