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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

student and teacher

For Professionals

Special Education Process

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.

This presentation, geared toward parents, describes the process of transitioning children from Early Intervention to the Committee on Preschool Special Education.

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

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.

Educational Organizations (EOs) required to attend a TSG based upon their NYSAA participation data (exceeding 2%) and designated on the Resource Plan; EOs will need to determine who will compose the team to send to the TSG: Committee on Special Education Chairperson, Director of Special Education, special education teacher, building administrators, etc.

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), the roles and responsibilities of all parties. 

This training has been developed to support the delivery and learning of how to achieve effective and collaborative family engagement as highlighted in NYSED equity competency goals. TAP for Equity identifies and recognizes that, in today’s traumatic and diverse educational spaces, students, families, and educators need support with knowledge, skills and practices related to combating prejudice reduction through collaborative and collective actions. As such, the relevant context of this PD is to assess select family engagement resources’ effectiveness and credibility, as well as their reflection of equitable practices and outcomes.

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. 

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 individualizededucation program (IEP). 

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.

Academics

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 Support, Response to Intervention) and students receiving special education services.

This 2-day presentation will provide Pre-K through 12th grade general and special education teachers an understanding of explicit instruction and Explicit Direct Instruction. Teachers will learn instructional strategies and practice developing an Explicit Direct Instruction lesson plan.

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.

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.

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

This one-day training teaches the basic fundamentals of specially designed instruction (SDI) required by Federal and State regulations for students receiving special education services.

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.

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.

This handout provides professionals with a list of online tools and resources to support educators as they create engaging virtual learning environments.

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.

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.

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.

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.

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.

Introductory PD on the five pillars of high quality, evidence-based reading instruction.

Behavior

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.

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.

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.

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.

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

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.

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.

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

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 Support (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.

This professional development includes 6 modules focused on developing proactive, school-wide, behavior management systems and practices.

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.

This professional learning package contains the content designed to build the foundation of Tier 1 within a multi-tiered system of support 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.

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.

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.

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).

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.

Equity

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

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.

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.

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.

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.

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).

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.

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).

Transition

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.

This training package provides a framework for the self-review of IEPs including the process and protocols as per State Performance Plan Indicator 13 an overview of the Transition planning process and key components of an Indicator 13 self-review of IEPs.

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.

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

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

This module is to facilitate the self-review process with districts who are required to report. The outcomes of this training can indicate the need for additional follow up with coaching for specific areas that may need to be addressed prior to the reporting date.

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.

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.

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), the roles and responsibilities of all parties.

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.

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.

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.

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.

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.

For Families

Special Education Process

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.

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.

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.

Training of the Parent Member of the Committee on Preschool Special Education (CPSE) and Committee on Special Education (CSE)

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.

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.

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.

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

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.

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.

Behavior

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.

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.

Equity

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.

Transition

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.

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.

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.

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.

The goal of this training is for participant to understand the role an requirements of a Parent Member and the special education program (IEP) and to learn techniques and strategies to become an effective participant in the CPSE/CSE process.

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.

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