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Training and support provided by the Regional Teams will assist families and educational organizations in improving equity, access, opportunities, and outcomes for all students with disabilities

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For Professionals

Special Education Process

Description: This package contains the materials needed to provide professional learning on creating a quality IEP. Participants will develop their understanding of the components of a quality IEP designed to provide students with disabilities access to the general education curriculum.

Description: This presentation will guide professionals through the process of transitioning children from Early Intervention to the Committee on Preschool Special Education.

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B000_EItoCPSETransitionforProfessionals_B.pdf

Description: This package contains the materials needed to provide professional learning on incorporating NYS content standards into the IEP.

Description: A training designed for CPSE/CSE chairpersons focused on promoting meaningful family engagement in the CPSE/CSE process and quality special education services for all students with disabilities. The training utilizes a best practices approach to the CPSE/CSE process and a chairperson’s role within that process that is consistent with State law and regulation.

Description: This package contains the materials needed to provide a targeted skills group foundational learning on the New York State Alternate Assessment (NYSAA).

Description: The Preschool Special Eduaction Process training is designed to gain a foundational understanding of the IEP Process including but not limited to the Committee on Preschool Special Education (CPSE), and the roles and responsibilities of all parties.

Description: 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.

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A013_EdBenefit IEPReviewProcessPPT_B2.pdf

Description: This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP).


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Testing-Accommodations-for-Students-with-Disabilities.pdf

Description: This package contains the materials needed to provide a targeted skills group (TSG) with foundational content/learning on the least restrictive environment (LRE).  This is the first of six modules.

Description: A package containing the materials needed to provide a targeted skills group with foundational content/learning on the least restrictive environment (LRE). Currently two of the six modules are available.

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B620_LRE Module 1_B2.pdf

B620_LRE Module 2_B2.pdf

Academics

Description: The purpose of this 2-day training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., Multi-tiered System of Supports, Response to Intervention) and students receiving special education services.

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A008_ProgressMonitoringPD_B2.pdf

Description: The presentation explains embedding explicit vocabulary instruction into primarily Tier I instruction. Participants will be able to explain the importance of robust vocabulary instruction for students in the elementary grades and how explicit instruction can be applied to vocabulary instruction.​ Finally, participants will be able to describe key features of vocabulary instruction and identify ways to incorporate vocabulary instruction into different parts of the school day.

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A006-BestPractices-EVI.pdf

Description: This is an introductory Professional Development Package on instructional matching. Participants will be able to identify and differentiate between skill-based, fluency-based, and performance-based interventions. They will learn when each of these approaches is appropriate, given the nature of the observed problem and how to titrate the intensity of intervention to the learner as a response to instruction.

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Intervention_Intensity_B2.pdf

Description: Introductory Professional Development Package on the five pillars of high quality, evidence-based reading instruction.

Description: The Overview of Specially Designed Instruction professional development training package is the first in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities.

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A007-OverviewofSDI_B2.pdf

Description: This is an introductory PD on Universal Screening Overview. The purpose of this training is to provide participants with an overview of what universal screening is and how to adopt this practice in their schools.

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A004_BestPractices_ScreeningforAcademicDeficits_B2.pdf

Description: The Next Steps with Specially Designed Instruction professional development training package is the second in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This advanced level training is intended to further develop participants’ knowledge of specially designed instruction and how SDI should be designed and developed based on individual student need to address their learning barriers.

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A009_NextSteps_SpeciallyDesignedInstruction_B2.pdf

Description: The Specially Designed Instruction for Distance Learning professional development training package is part of a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This training is intended to provide participants with guidance and recommendations for providing SDI when engaging students in distance learning through online, hybrid, and other remote instructional delivery formats. Topics in this training include: a brief review of SDI regulations, equity in distance learning, steps for ensuring student access, practice reviewing an Individualized Education Program (IEP) to determine how to deliver SDI remotely, important considerations for remote SDI delivery, instructional priorities and strategies, structuring the distance learning environment, and communication. This package is primarily designed to be delivered as a one-day training; however, the training may be delivered across multiple days based upon EO scheduling requirements.

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A010_SDIforDistanceLearning_B2.pdf

Description: This training is intended to assist educators in remediating COVID-19 pandemic-related learning loss; provide strategies for distinguishing pandemic-related learning loss from students at-risk for academic difficulties and/or learning disabilities; and introduce educators to the use of class-wide progress monitoring and intervention as tools for identifying students for intensified intervention services.

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A012_Academic_Screening_Pandemic_Related_Loss_Addendum_B2.pdf

Description: The Designing an Effective & Inclusive Virtual Lesson professional development training package is intended to provide participants with resources and support needed to develop effective lessons (aligned with principles of explicit instruction) that successfully incorporate online tools and resources while considering equity for all learners.

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A014_Effective_Inclusive_Virtual_Lessons_B2.pdf

Description: The Specially Designed Instruction for Administrators professional development training package is the fifth in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This training is intended to further develop administrator’s knowledge of SDI and how SDI should be designed and developed based on individual student need to address their learning barriers. Administrators will be able to define SDI, recognize how to differentiate SDI from general education, identify what SDI looks like in the classroom setting, and gain necessary skills for supervision of implementation of SDI.

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A016_SDI for Administrators_B2.pdf

Description: The purpose of this training is to help participants gain a greater understanding of what the Science of Reading has determined to be the foundational skills that are needed to become a proficient reader. Participants will explore current instructional practices in reading and the impact it has 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.

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A017_Foundations_of_Effective_Reading_Instruction.pdf

Description: The purpose of this training is to help participants gain a foundational understanding of co-teaching as a service delivery model and the six models used to implement it. In New York state the co-teaching model is most often associated with the special education service integrated co-teaching. This model will be covered as well as the use of the co-teaching model among other service providers (e.g. English as a New Language [ENL] teachers, speech language pathologists etc.). Variations for use of the models will also be discussed throughout the training.

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A018_Co-Teaching A ComprehensiveApproach_Module 1.pdf

Description: The purpose of this training is to help participants understand how to use consultant teacher services to support the participation of students with disabilities in the general education classroom and curriculum. Participants will examine the purpose and goals of including consultant teacher services in a student’s Individualized Education Program (IEP). The training will define consultant teacher services according to New York State regulations as well as offer insight into what effective consultant teacher services look like in the classroom.

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A019_Consultant_Teacher_Services.pdf

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

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A020_Explicit Instruction.pdf

Behavior

Description: This 2-day or multiple module 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, 8) multiple opportunities to respond.

Description: This multiple module training package is designed for educators who are teaching remotely or in a hybrid model who would like more information on positive behavior support – classroom management strategies including modifications to these strategies for the virtual classroom. Strategies include: 1) the physical classroom environment including virtual platforms, 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.

Description: A four-part series on understanding the FBA, BIP, and PM process as it relates to the NYS Part 200 Regulations of the Commissioner of Education.

Description: This training is focused on function-based thinking in preschool. Participants will be able to describe challenging behaviors, understand the behavior pathway and use it to determine the function of behaviors, and understand and engage with the function-based thinking process to prevent or extinguish unwanted behaviors.

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B010_FunctionBasedThinking_Preschool_B2.pdf

Description: This training describes the components of the Behavior Pathway, to guide the understanding of the function of behavior to promote desired behavior.

Description: This professional learning package contains the content and materials that are designed to help teams develop the capacity for an effective and efficient continuum of tier 2 supports for youth. The goal of this professional development is for you to build the capacity of the educational organization in developing the tier 2 systems planning team, learning how to use universal data to target groups of students in need of tier 2 support and assessing the fidelity of interventions/supports provided.

Description: The goal of this professional development learning package is for participants to develop the data, systems and practices needed to support students with social/emotional/behavioral needs that go beyond what Tier 1 or Check-In Check-Out (CICO) can support.

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

Description: Developed by the Center on the Social and Emotional Foundations for Early Learning (CSEFEL), Promoting Social and Emotional Competence is consistent with evidenced-based practices identified through a thorough review of the literature. The series of five modules (1, 2, 3a, 3b, 4) were developed to describe and address the social-emotional needs of young children. Within the context of creating environments in which children can be successful, the Pyramid Model is a Multi-tiered System of Supports (MTSS) framework that supports the implementation of the practices needed to promote young children’s social and emotional competence and efficiently address challenging behavior. This model focuses on developmentally appropriate practices used to intentionally promote positive behavior and prevent challenging behavior for all students.

Description: A six-part targeted skills group that includes an introduction to equitable behavioral systems, using behavior data to inform interventions, creating common disciplinary language, creating a behavior flow chart, Tier 1 practices to support student behavior, and working with families around behavior.

Description: This 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 the 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.

Description: This professional learning package contains the content designed to build the foundation of Tier 1 within a multi-tiered system of supports on behavior with an educational organization. The goal of this professional development is for educational organizations to build the capacity around developing the systems, practices and data components of the PBIS framework.

Description: This training is an introduction to the FBA/BIP process. Participants will develop their understanding of the components of a quality IEP designed to provide students with disabilities access to the general education curriculum.

Description: This package supplements the four-part series, “Using the FBA and the BIP Process to Support Students Needing Intensive Interventions.” This professional learning opportunity provides a brief overview and describes the role of parents, families, guardians, and caregivers to support students throughout this process.

Description: This professional development package is intended to be an additional training that can be used in conjunction with the Positive Behavioral Interventions and Supports (PBIS) Tier 1 Team Training. The goal of this professional development is to support an educational organization (EO) with family and community engagement within their Tier 1 PBIS. The training highlights the six-essential features of family-school collaboration and how to align them to the 15 features of the Tiered Fidelity Inventory (TFI).

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B111_FamilyandCommEngagementTier1_PBIS_B2.pdf

Description: 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 system approach to behavior to provide differentiated evidence-based supports.

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B112_TraumaSensitiveSupport_PBISFramework_B.pdf

Description: 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.

Description: This package provides a foundational overview of Family Engagement, its importance, and the Six Essential Features of Family-School Collaboration. Additionally, it integrates many activities that Educational Organizations (EO) can use to assess and further develop their current Family Engagement systems and practices.  All the activities in the training package should be completed as they have been developed to support the understanding of the content, to increase generalization of the skills learned, and to support participants’ beginning development of Family Engagement Systems.

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Workingw-FamiliestoImproveStudOutcomes.pdf

Description: 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.

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DevelopAppropriatePractice_DAP_Preschool.pdf

Equity

Description: This package contains the materials needed to provide a targeted skills group (TSG) with foundational content/learning on Disproportionality.

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Slides_An Introduction to Disproportionality Targeted Skills Group-Day One.pdf

Description: 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.

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Family Engagement Communication and Culture.pdf

Description: This training is designed to build foundational understanding of equity and cultural responsiveness. Overall, the aim is to ensure that participants establish a common vocabulary while beginning to interrogate their personal, professional and institutional capacity within these two areas.

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Fundamentals of Equity-Exploring Equity and Cultural Responsiveness 2022-05-05.pdf

Description: This package contains several one-page documents that outline various components of Culturally Responsive Pedagogy from Zaretta Hammond, author of Culturally Responsive Teaching and the Brain (2015) & creator of the Ready for Rigor Framework.

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What does it mean to be culturally Responsive 2022-05-05.pdf

Description: This professional development training 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.

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Effective and Collaborative Implementation of Family Engagement Resources.pdf

Description: 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).

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Slides_Dimensions of Equity -2022-08-17.pdf

Description: Educators will come away understanding concepts of equity, culture and socio-cultural awareness in EOs. Educators will review portions of the NYSED CRSE Framework to internalize culturally responsive-sustaining mindsets and practices in the classroom with students and families related to discipline procedures, family engagement, and diversity in curriculum. Educators will also be grounded in the goals of culturally responsive pedagogy in terms of fostering independent learning and rigor through providing responsive scaffolds for marginalized student groups.

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Slides_Introduction to Culturally Responsive Sustaining Education-2022-08-17.pdf

Description: The materials in this training support specialists in gathering background information from school districts in order to guide meaningful action planning that builds upon any previous efforts to address disproportionate outcomes for students with disabilities. Additionally, we have included research and reflective work on the common root causes of disproportionality in order to strengthen understanding of how disproportionality occurs across multiple facets of the educational process.

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Disproportionality Root Cause Analysis Level 0 2022-05-05.pdf

Description: The materials in this training support specialists in reviewing notification letters for disproportionality, in addition to supporting review of student enrollment/outcome data in order to articulate the problem of practice.

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Disproportionality Root Cause Analysis Level 1 2022-05-05.pdf

Description: The materials in this package support school districts in reviewing specific policies, practices, and procedures that may contribute to their disproportionality notification and problem of practice.

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Disproportionality Root Cause Analysis Level 2 2022-05-05.pdf

Description: The materials in this package support school districts in finalizing their root cause analysis through summary and reflection, in addition to identifying initial solutions that may be included in the Pathway for Change action planning tool.

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Slides-Disproportionality Root Cause Analysis Level3- Naming the Root Causes and Identifying Solutions.pdf

Description: This training 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.

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Values Equity and Cultural Responsiveness 2022-05-05.pdf

Description: 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.

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Slides_Creating_Welcoming_And_Affirming_Environments-2022-08-17.pdf

Transition

Description: Participants will recognize and identify the definition of self-determination and its relation to determining individualized diploma and graduation options, the credit requirements for graduation in NYS, the multiple pathways to graduation, the appeal eligibility criteria for all students, the safety net options for students with disabilities, and the exiting credentials available in NYS.

Description: The goals of this training are to ensure that participants will recognize the eight different components which comprise self-determination; access and utilize materials and resources to aid in the promotion of self-determination throughout the transition planning process; recognize the various adult service agencies available in NYS and the different types of services they provide; and understand the eligibility, referral and application process for each agency.


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Agency-101.pdf

Description: This training covers principles of self-determination and provides small group activities to action plans to implement self-determination concepts.

Description: This training was developed to promote the use of age-appropriate transition assessment information to help guide individualized education program (IEP) development.

Description: This training serves as a tool to help Educational Organizations (EOs) understand and utilize resources that may assist in remote, virtual, and hybrid options for Work-Based Learning (WBL) activities. It is not intended to be an exhaustive resource, but rather a tool for WBL coordinators, teachers, and intermediary or program staff seeking to develop quality opportunities for their students while most school activities are being conducted in a virtual setting.


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Navigating-Virtual-Work-Based-Learning-Experiences.pdf

Description: Many educational organizations (EOs) are seeking to implement or improve Work Based Learning (WBL) programs and experiences to meet the requirements of the Career Development and Occupational Studies (CDOS) Commencement Credential and improve post-school outcomes. This series will assist Educational Organizations (EOs) in developing quality; compliant WBL programs to meet the needs of their students.

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Part_1_Fundamentals_of_WBL.pdf

Part_2-Framework_for_Implementation.pdf

Supplement_A_How_to_Effectively_Build_and_Manage_Business_Relationships_for_WBLEs.pdf

Supplement_B_Foundations_of_Job_Coaching_for_WBLEs.pdf

Description: New York State has developed the Career Development and Occupational Studies (CDOS) standards to prepare all students (not just students with disabilities) to recognize student achievement of their learning standards towards work readiness knowledge and skills. The foundation of the CDOS Commencement Credential are these standards.

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


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Developing-an-Effective-Student-Exit-Summary.pdf

Description: Participants in this series will be part of a think tank with like-minded educators. Self-determination and its benefits provide the foundation for the ideas and resources shared to support students with disabilities at all grade levels to increase their participation in IEP development, implementation, and CSE participation. Networking and brainstorming with colleagues from other EOs and national resources are provided.

Description: The purpose of Transition in the IEP Four Part Series 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. Attendees will have the opportunity to engage in hands-on activities embedded throughout the training.

Description: This training provides an overview of career development theory and the law and regulations requiring transition assessment. A variety of assessments related to each of the measurable postsecondary goal areas of Employment/Training, and Independent Living to assist students in developing increased self-awareness and career paths will be explored. Parts 1 and 2 can be combined into one session. Part 3 can be used for participants who would like to learn to use the results in writing transition portions of the Individualized Education Program (IEP). Part 4 is an optional stand-alone training for those who serve students with significant disabilities.

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T226-Part_1-Transition_Assessment_508.pdf

T226-Part_2-Transition_Assessment_508.pdf

T226-Part_3-Transition_Assessment_508.pdf

T226-Part_4-Transition_Assessment_508.pdf

Description: This training provides an overview of career development theory and the law and regulations requiring transition assessment. A variety of assessments related to each of the measurable postsecondary goal areas of Employment/Training, and Independent Living to assist students in developing increased self-awareness and career paths will be explored. Parts 1 and 2 can be combined into one session. Part 3 can be used for participants who would like to learn to use the results in writing transition portions of the Individualized Education Program (IEP). Part 4 is an optional stand-alone training for those who serve students with significant disabilities.

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T227 Evidence-Based Practices for Improving Graduation Rate and Decreasing Dropout 508.pdf

For Families

Special Education Process

Description: Transitions are made easier when families and providers understand the process. This workshop will help participants to understand the transition process, to be an active member of the transition team, to understand the difference between services in CPSE and CSE, and to understand the purpose of an individualized education program. Parents will come away from this workshop with a better understanding of what to expect as their children move on to kindergarten.

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B002_CPSE-CSE-TransitionforParents_B2.pdf

Description: The transition from preschool to kindergarten can be a time of excitement but it can also be a source of anxiety. Transitions are made easier when families and providers understand the process. This workshop will help participants to understand the transition process, to be an active member of the transition team, to understand the difference between services in CPSE and CSE, and to understand the purpose of an individualized education program. Parents will come away from this workshop with a better understanding of what to expect as their children move on to kindergarten.

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B003_TransitionCPSE-CSE_ParentsVirtualHybrid_B.pdf

Description: This presentation, geared toward professionals in the field, will guide parents through the process of transitioning their child from Early Intervention to the Committee on Preschool Special Education.

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B001_EItoCPSE_TransitionforParents_B2.pdf

Description: This training will assist participants to understand the role and requirements of the additional parent member of the CPSE and CSE and learn techniques and strategies to become an effective participant in the CPSE/CSE process.

Description: The presentation is developed to provide families/parents and caregivers an overview of the process for developing an Individual Education Program (IEP) using a collaborative approach.

Description: The purpose of ‘Understanding the IEP process for Parents of School-Aged Students with a Disability’ is to gain a foundational understanding of the entire IEP process, including but not limited to, the Committee on Special Education (CSE), the roles and responsibilities of all parties, the various components of the IEP and the transition planning process.

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T210-Understanding_IEP_Process_Parents_of_School-Age_SWD_508.pdf

Description: The purpose of this training is to educate families of students with disabilities on the essential information of NYSAA including, what NYSAA is, what the test entails, and how it will affect a student's postsecondary planning. Additionally, the training will review all state assessment options, the eligibility and decision-making process, and graduation/student exit options.


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NYSAA-Essential-Information-for-Families-of-Students-with-Disabilities.pdf

Description: This package provides information on the Individual with Disabilities Education Act (IDEA) and New York State Education Department (NYSED) Special Education Mediation to encourage the use of this voluntary process statewide. This training will include but is not limited to the following topics: Individual with Disabilities Education Act (IDEA): The Basics, Resolving Disputes Under IDEA and IDEA Special Education Basic Mediation Procedures.

Academics

Description: The presentation will discuss fostering vocabulary development at home. Participants will be able to explain the importance of vocabulary instruction for their children in the elementary grades and describe ways to incorporate instruction in the home.

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A005ExplicitIVocabInstructionforParent_B2.pdf

Description: The Specially Designed Instruction: A Guide for Families and Caregivers training package is the fourth in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This foundational level training is intended to develop participants’ basic understanding of SDI in order to increase knowledge of parents and other family members as engaged meaningful partners in the special education process and the education of their child.

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A015_SDI_AGuideforFamiliesandCaregivers_B2.pdf

Behavior

Description: Positive Solutions for Families is an evidence-based, user-friendly parent training series of seven modules to help professionals working with parents promote positive and effective parenting behaviors, which will in turn promote children’s social and emotional development and address the challenging behavior and mental health needs of children in early childhood programs.

Description: This package supplements the four-part series, “Using the FBA and the BIP Process to Support Students Needing Intensive Interventions.” This professional learning opportunity provides a brief overview and describes the role of parents, families, guardians, and caregivers to support students throughout this process.

Transition

Description: The goals of this training are to ensure that participants will recognize the eight different components which comprise self-determination; access and utilize materials and resources to aid in the promotion of self-determination throughout the transition planning process; recognize the various adult service agencies available in NYS and the different types of services they provide; and understand the eligibility, referral and application process for each agency.


Download Training:

Agency-101.pdf

Description: The goals of this training are to ensure that guardians, family members and students can work with their CSE to collaboratively to assess their child's strengths, interests, and needs; establish measurable post-secondary goals and annual goals; and identify appropriate transition services and coordinated activities.

Description: The purpose of this training package is to promote and encourage student and family involvement in the IEP development process and CSE meetings. Tools, resources, and research based content are embedded throughout the training to give grounding to the concepts that enhance student participation and parent involvement in student-directed IEPs. Yet the training is developed to be presented in a parent friendly manner, taking into consideration time and educational jargon. Meaningful activities and points of reflection are embedded throughout the training as well to encourage group participation and interaction from families.


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Student-Directed-IEP-for-Families.pdf

Description: Many educational organizations (EOs) are seeking to implement or improve Work Based Learning (WBL) programs and experiences to meet the requirements of the Career Development and Occupational Studies (CDOS) Commencement Credential and improve post-school outcomes. This session will assist parents and families in recognizing quality; compliant WBL programs to meet the needs of their students. Further, it will provide suggestions and practical strategies for effective, meaningful engagement in WBLEs to assist with increasing positive post-school employment outcomes.

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T222-WBLEs_How_Parents_and_Families_Can_Engage_508.pdf

Description: The purpose of the Family Guide to Transition Planning—Preparing Students with Disabilities for Life After High School is to assist families in understanding the transition planning process specifically from high school to life after high school. When families are knowledgeable about the transition process and invited to participate by Educational Organizations (EOs), students with disabilities experience improved post-school outcomes in the areas of employment, postsecondary education, and independent living.


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Family-Guide to-Transition-Planning.pdf

Description: This training provides an overview of career development theory and the law and regulations requiring transition assessment. A variety of assessments related to each of the measurable postsecondary goal areas of Employment/Training, and Independent Living to assist students in developing increased self-awareness and career paths will be explored. Parts 1 and 2 can be combined into one session. Part 3 can be used for participants who would like to learn to use the results in writing transition portions of the Individualized Education Program (IEP). Part 4 is an optional stand-alone training for those who serve students with significant disabilities.


Download Training:

T227 Evidence-Based Practices for Improving Graduation Rate and Decreasing Dropout 508.pdf

More professional development opportunities are added regularly. Please check back periodically.