Transition-focused education means that a fundamental purpose of the education students receive is to prepare them for life after high school. The Career Development and Occupational Studies (CDOS) learning standards lay out the foundation for a system designed to deliver career planning, integrated/applied learning, and basic life and work skills to all students. They engage students in preparing for future careers, in asking the probing questions that help determine future paths, and in mapping out a direction for gaining the skills and knowledge necessary for future success. Students need to be instructed on the CDOS Commencement Level standards in career development, integrated learning and universal foundation skills. This professional development will introduce the standards, provide examples of how to integrate the standards into the K-12 curriculum and explain the purpose and requirements of the CDOS credential.

Participants will:

Identify foundational New York State (NYS) Part 100 Regulations and field memos related to career exploration and development in the classroom

Identify effective instructional design practices to teach academic and transition skills simultaneously

Apply the CDOS learning standards into all academic instruction across all grade levels

Recognize how the CDOS learning standards support all of the Multiple Pathways

Date of Event

12/11-12/18/23 for self-paced asynchronous course on Schoology

Culminating Activity due 12/18/23

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.

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

Date of Event December 15, 2023

Location: Erie 1 BOCES, 355 Harlem Road, West Seneca NY 14224 Bldg A, Creation Space

Time: 9am-3pm

Items to bring

Laptop or tablet. Open hearts and minds!

This asynchronous professional development course is self-paced for the delivery of content, paired with a mandatory discussion forum with the support from the facilitator. It offers an overview of what universal screening is and how to adopt this practice within schools.

Date of Event: 1/1/2024 (Opens) to 1/18/2024 (Closes) Asynchronous Workshop via Schoology

Mandatory Discussion Forum: 1/18/2024 from 3:00 pm to 4:00 pm, this will be a zoom meeting.

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 to bring: Access to internet and a device

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.

Date: January 2, 2024 (Open) through January 17, 2024 (Closes)

Mandatory Discussion Forum: January 17, 2024 Start time: 3:00 pm End time: 4:00 pm

Objectives: At the conclusion of this training, participants should be able to: 1. Describe the purpose of progress monitoring. 2. Define progress monitoring. 3. Identify the steps for implementing progress monitoring at the individual student level.

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 event 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 20 hrs will complete all 10 Modules.

DAY 1:

Thurs-January 4, 2024 …8:30-11:00 am -Module 1 (Regulatory Foundation)

Thurs-January 4, 2024 …11:45-3:00 pm -Module 10 (Effective Meetings)

Day 1 is an in person workshop day - location - Erie 1 BOCES, Education Campus, 355 Harlem Road, West Seneca, NY 14224 Bldg A Room A1

Participants will be able to

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

2. Perform 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. Identify 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.

You must have a laptop or device to access materials and activities. Your first Schoology Access code and directions to create an account will be sent at the close of registration on 12/21/2023.

A four-part series on understanding the FBA, BIP and PM process as it relates to the NYS part 200 regulations.

Part 1: Understanding the Behavior Pathway

Build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway)

Part 2: Conducting the Functional Behavior Assessment

Understand and develop the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP

Part 3: Using the Competing Behavior Pathway to Develop the Behavior Intervention Plan

Identify interventions based upon the Competing Behavior Pathway

Part 4: Implementation and Progress Monitoring of the Behavior Intervention Plan

Develop the skills necessary to

1) ensure the BIP is implemented with fidelity and

2) progress monitor a student's response to the plan with regard to changes in both the problem and replacement/desired behaviors.

Participants will :

Build fluency with the science of behavior that provides the theoretical foundation on which FBAs and BIPs are based

Acquire the skills necessary to complete the FBA process and develop the skills necessary to create, implement, and progress monitor the BIP

Ensure these skills align with the New York State Education Department P-12: Office of Special Education regulations.

Participants should attend all 4 parts of the Using the FBA and BIP Process to Support Students needing Intensive Intervention series

Scheduled dates for the 4 day series:

01/09/2024: Day 1 (Virtual) Zoom

01/26/2024: Day 2 (Virtual) Zoom

2/15/2024: Day 3 (Virtual) Zoom

2/28/2024: Day 4 (Virtual) Zoom

District and School level teams who are responsible for the development and implementation of the FBA, BIP and Progress monitoring

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 event 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 20 hours will complete all 10 Modules.

DAY 2

Wed, January 10, 2024 8:30-11:00 am -Module 2 (Referral Process)

Wed, January 10, 2024 12:00-2:00 pm -Module 3 (Evaluation)

Wed, January 10, 2024 2:00-3:00 pm -Module 4 (Eligibility)

Participants will be able to

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

Prerequisite

If you don't already have a Schoology account, you'll need to sign up for a "Student” account.

Location: Virtual, using Google and Schoology platforms, access codes will be given to you before the start of Day 2 from the Presenter in an email.

This training focuses on developing PLPs and goals that align in the IEP. 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: January 11, 2024

Time: 8:30 am (start) to 2:30 pm (end)

Location: Virtual - Zoom. Links will be sent to registered participants on January 8, 2024 (the close of registration)

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

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

Access to 2 IEPs (hard copy or electronic)

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: Friday January 12, 2024, Time: 9am-3pm Location: Erie 1 BOCES, 355 Harlem Road, West Seneca NY 14224, Bldg A Room A2

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.

Registration closes on 12-18-2023

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 event 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 20 hours will complete all 10 Modules.

DAY 3

Tuesday, January 16, 2024 8:30 am-1:00 -Module 5 (IEP Development)

Tuesday, January 16, 2024 2:00-3:00 pm -Module 6 (IEP Implementation)

Participants will be able to

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

2. Perform 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. Identify 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.

Location: In person, Erie 1 BOCES, 355 Harlem Road, West Seneca NY 14224, Building A Room A-1

This package is intended to introduce participants to foundational elements of cultural responsiveness and explore the New York State Culturally Responsive-Sustaining Education Framework. In doing so, it is meant to facilitate connections between Cultural Responsiveness and meeting the needs of students with disabilities, while also providing an opportunity for critical reflection on the extent to which culturally responsive practices are present within their Educational Organization(s).

Date of Event: January 18, 2024

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

Location: Erie 1 BOCES Educational Campus

355 Harlem Road, Room A-1

West Seneca, NY 14224

Objectives: ● Explore foundational elements of culture and Culturally Responsive Education

● Reflect on personal culture & experiences

● Become familiar with the NYSED Culturally Responsive-Sustaining Education framework Reflect on the ways practices & approaches outlined in the NYSED CRSE Framework are present within your Educational Organization (EO)

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 event 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 19 hours will complete all 10 Modules.

DAY 4

Thursday, January 25, 2024...8:30-9:30 am -Module 7 (Annual Review)
Thursday, January 25, 2024...9:30-10:30 am -Module 8 (Reevaluation)
Thursday, January 25, 2024...10:30 am-12:30 pm-Module 9 (CPSE)


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

2. Perform 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. Identify 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.

Prerequisite

If you don't already have a Schoology account, you'll need to sign up for a "Student” account. At the close of registration Zoom links and Schoology Access Code will be sent out on December 21, 2023 from the Presenter via email

You must have a laptop or device to access materials and activities. Your first Schoology Access code and directions to create an account will be sent at the close of registration on 12/21/2023

Virtual Synchronous Regional Offering

Date: January 26, 2024 Time: 9am to 3pm Location: Virtual using Schoology Account Synchronously

Participants will:  

Identify the reasons for using consultant teacher services

Familiarize with New York State Regulations of the Commissioner of Education for consultant teacher services

Define direct and indirect consultant teacher services

Recognize the roles and responsibilities of educators providing consultant teacher services

Identify how consultant teacher services are included in an IEP

Understand collaboration and co-planning in consultant teacher services

Describe the application of effective consultant teacher services in the classroom

Chairlift is a collaborative series of opportunities tailored to the needs of the new CPSE/CSE Chairperson. It offers support and networking for new Chairpersons traveling up or down the long slopes of their critical leadership role in the CPSE/CSE.

The focus of this year's series is on educational benefit.

This content is intended to:

Build awareness that student growth should be reflected across multiple years of IEPs.

Build awareness 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

Jan 29, 2024-”Accommodations:” Participants will dialogue about practices that fade out accommodations to support the developing independence of the learner.

Remote (meeting link will be provided 2 days before the event) Time: 7:30 am to 8:30 am

Items to bring A "live” IEP to review for application

This training focuses on developing PLPs and goals that align in the IEP. 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.

Objectives

State why PLP information is critical

Connect skill needs to goals

Write and analyze annual goal

Connect PLP narratives to goals to progress monitoring

Understand the purpose and importance of analyzing progress monitoring data

Relate graphing progress to instructional decisions

Date: February 1, 2024 Time: 8:30 am to 2:30 pm Location: Erie 1 BOCES, 355 Harlem Road, West Seneca NY 14224 Bdlg A Room A1

Items to bring

Laptop or other device to access online activities and resources

Access to 2 IEPs (hard copy or electronic)

Registration Closes on January 26, 2024

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: February 1, 2024 (Thursday)

Start time - 9:00 am End time - 3:00 pm

Location: Erie 1 BOCES Educational Campus

355 Harlem Road, ROOM A-4

West Seneca, NY 14224

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.

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.

This self-paced asynchronous 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.

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.

Items to bring Access to internet and a device

Location: Schoology - 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. The course code will be emailed to you shortly after registration.

There will be an one hour discussion forum on 12-15-23 from 2:30-3:30, this needs to be attended for you to receive your CTLE Certificate at the end of the coursework. This will be a zoom meeting and the Presenter will send you the information before the day of the forum.

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 workshop - synchronous

Date: February 9, 2024, Location Online

Meeting link and materials will be provided to registrants on Feb 5, 2024. Please have an IEP available if possible.

Registration Closes on 2-1-2024

Regional Offering

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

Date: February 9, 2024 Time: 9am to Noon Location: Erie 1 BOCES Education Campus, 355 Harlem Road, West Seneca, NY 14224 Bldg B Room B2b

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: February 28, 2024 (Wednesday)

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

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

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

This package contains materials that explore values as an element of culture. Educators and Educational Organizations will be asked to reflect on their values and to consider the connection between values, equity and the provision of services for students with disabilities. The package also contains tools for exploring values with students and families to foster cross cultural exchanges between families and Educational Organizations.

Date of Event: February 28, 2024

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

Location: Erie 1 BOCES Education Campus

355 Harlem Road, ROOM A-2

West Seneca, NY 14224

Objectives: Educators will understand values as a concept of culture & the role of values in special education systems. Educators will promote culturally responsive practices and engage students and families in leveraging cultural values within special educational contexts.

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.

Date of Event: March 1, 2024 (Opens) to March 15, 2024 (Closes)

Mandatory Discussion Forum: March 15, 2024 from 3:00pm to 4:00pm

Location: This course is asynchronous and self-paced on the Schoology platform. Schoology and Zoom Discussion Forum.

Objectives: At the conclusion of this training, participants should be able to:

1. Describe the purpose of progress monitoring.

2. Define progress monitoring.

3. Identify the steps for implementing progress monitoring at the individual student level.

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: March 1,2024 (Opens) to March 14, 2024 (Closes)

Discussion Forum: 3/14/2024 from 3:00 pm to 4:00 pm

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.

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.

WRPC SDI - 13 An Overview of Specially Designed Instruction - asynchronous CTLE 32018

Asynchronous Virtual Regional Offering

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

Date: 3/1/24-3/15/24 Asynchronous via Schoology Schoology Access Code will be emailed by Presenter the day before class starts.

There will be two dates and times for discussion forum with Presenter Alison Parzych, please email her with the time and date you want to attend and she will send you and email with Zoom information to attend.

Date: 3-18-23 3pm-4pm and

Date: 3-20-23 2pm-3pm

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.

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.

Items to bring

Laptop or tablet. Open hearts and minds!

Items to bring

Laptop or tablet. Open hearts and minds!

Date: March 4-14, 2023, Location: Asynchronous via Schoology and Zoom, Presenter will send email with access codes and information.

Required Discussion Forum March 14 2:30-3:30 PM

This half-day session provides an overview of the seven-steps essential to the Functional Behavior Assessment/Behavior Intervention Plan process. Attending this session will promote alignment between district practices and NYSED Part 200 regulation. This half-day session provides an overview of the seven-steps essential to the Functional Behavior Assessment/Behavior Intervention Plan process. Attending this session will promote alignment between district practices and NYSED Part 200 regulation.

Objectives

To promote alignment between district practices and NYSED Part 200 regulations.

Date March 5, 2024, Location: Erie 1 BOCES, Education Campus, 355 Harlem Road, West Seneca NY 14224 Bldg A Room A2 Time: 9am-11:30 am

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

Participants will

Define the purpose of accommodations

Recognize that instructional accommodations used for learning in the classroom should be aligned with the testing accommodations

Understand their role in supporting a student with their learning and test accommodations

Define accommodations vs modifications

Date: 3-6-2024 Time: 8:30 am - 12:30pm Virtual Workshop Synchronous, Virtual-participants will receive meeting and materials links at the close of registration (2/29/24)

This follow up to "Test Accommodations for SWDs” will provide practice as scribe and human reader, especially important for those who will turnkey these procedures.

Participants will

Recognize that instructional accommodations used for learning in the classroom should be aligned with the testing accommodations

Understand their role in supporting a student with their learning and test accommodations

Practice the procedures for scribing

Practice the procedures for "text and test read”

Prerequisite (if any)

Completion of "Test Accommodations for Students with Disabilities”

Date: March 12, 2024 Time: 12:30 pm to 2:30 pm Location: Erie 1 BOCES @ 355 Harlem Rd West Seneca 14224 Bldg B Rm B-1

Creating Welcoming and Affirming Learning Environments is one of four high leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. When students feel like they belong at school, they have fewer absences, fewer disciplinary infractions, higher graduation rates, as well as increased engagement, self-esteem, and attitudes. Students with disabilities and students of different cultural backgrounds are less likely to feel like they have a positive relationship with their teacher and that their identities and abilities are valued and affirmed in school.

By the end of this training, participants will:

● Understand how a welcoming and affirming learning environment improves student outcomes

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

● Develop strategies for creating a welcoming and affirming learning environment

● Identify 2-3 next steps for ongoing professional learning

This training is designed to be approximately 3 hours in length. Alternatively, it can be broken up into 2 modules depending on facilitator preference or availability of participants.

Date of Event: March 13, 2024

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

Location: Erie 1 BOCES Education Campus

355 Harlem Road, ROOM A-4

West Seneca, NY 14224

Objectives: ● 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

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: April 11, 2024 (Thursday)

Time: 9:00 am (starts) to 3:00 pm (ends)

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

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

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.

This presentation is a guide for developing an IEP with the incorporation of grade level standards to help students receive specially designed instruction necessary to access their grade level curriculum. Standards-based IEPs are a best practice to create high expectations for students with disabilities.

Participants will be able to:

state why IEPs must be Standards-based

establish the importance of each step in creating a Standards-based IEP

determine his/her role in each step in creating a Standards-based IEP

Prerequisite (if any)

Participants should attend Creating an IEP first to understand the foundational pieces that make up an IEP.

Items to bring

Laptop or other device to access materials and activities

Date: April 23, 2024 Time: 9am-Noon Location: Erie 1 BOCES, 355 Harlem Raod, West Seneca NY 14221 Bldg A Room A1

Registration closes on April 17, 2024

Regional Offering

Date of Event: April 25, 2024 (Thursday) through Schoology

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

Objectives:

Participants will:  
• Identify the reasons for using consultant teacher services


• Familiarize with New York State Regulations of the Commissioner of Education for consultant teacher services


• Define direct and indirect consultant teacher services


• Recognize the roles and responsibilities of educators providing consultant teacher services


• Identify how consultant teacher services are included in an IEP


• Understand collaboration and co-planning in consultant teacher services


• Describe the application of effective consultant teacher services in the classroom

Chairlift is a collaborative series of opportunities tailored to the needs of the new CPSE/CSE Chairperson. It offers support and networking for new Chairpersons traveling up or down the long slopes of their critical leadership role in the CPSE/CSE.

The focus of this year's series is on educational benefit.

This content is intended to:

Build awareness that student growth should be reflected across multiple years of IEPs.

Build awareness 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

April 29, 2024-"Program/Services and Continuum:” Participants will develop indicators for student management needs and student characteristics that may aid in CSE decision-making for programs and services.

Remote (meeting link will be provided 2 days before the event) Time: 7:30 am to 8:30 am

Items to bring A "live” IEP to review for application

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.

Date of Event: 5/1/2024 (Wednesday)

Time: 9:00 am (starts) to 3:00 pm (ends)

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

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.

Items to bring: Access to internet and a device.

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

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.

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.