Specially Designed Instruction: A Guide for Families and Caregivers trainingis a foundational level training 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.

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.). The three co-teach modules work in concert with eachother, however they are also effective as stand-alone trainings.

In this workshop we will focus on the three key components of an effective co-teaching partnership which are co-respect, co-responsibility and co-planning. Building and maintaining a strong partnership is essential for optimizing the benefits of co-teaching for student learning. The blended expertise of the team provides teachers with a unique opportunity to reach many more students academically, emotionally and behaviorally. It is critical to understand the importance of both building a strong partnership as well as maintaining the strong partnership through ongoing reflective practices. The three co-teach modules work in concert with eachother, however they are also effective as stand-alone trainings.

The goals of this training are to ensure that participants will: 1. Identify foundational New York State (NYS) Part 100 Regulations and field memos related to career exploration and development in the classroom 2. Identify effective instructional design practices to teach academic and transition skills simultaneously 3. Apply the CDOS learning standards to all academic instruction across all grade levels 4. Recognize how the CDOS learning standards support all of the Multiple Pathways to Graduation and Exiting Credentials

In educational research, co-teaching is referred to as the instructional methodology or structure that two teachers use. Co-planning is critical to the success of this teaching structure. The purpose of this training is to provide foundational knowledge for the effectiveness of purposeful co-planning. In addition, participants will gain knowledge about options for co-planning and apply the information to co-plan a lesson for current or future use. Co-teaching can be applied in any situation when two teachers provide instruction together. It is highly recommended that co-teaching teams attend together, although the information provided will benefit individual teacher practice as well. The three co-teach modules work in concert with eachother, however they are also effective as stand-alone trainings.

Special Education Quality Assurance (SEQA) conducts the State Performance Plan (SPP) 13: Secondary Transition compliance review in the Fall of the school year a district is scheduled for monitoring of SPP Indicator 13 (in accordance with the six-year monitoring cycle). The purpose of this training is to review key concepts of the compliance review to ensure districts are developing individualized education programs (IEPs) for students aged 15 and over that meet SPP Indicator 13 compliance requirements. Districts are required to complete this Secondary Transition training in the school year prior to undergoing the compliance review.

This half-day training package is designed for district/building level administrators to gain a better understanding of the process related to discipline for students with disabilities, with a focus on DCIP as per the part 201 of the Commissioner's Regulations. This professional development supports the administrator's understanding of the regulatory requirements, as they relate to DCIP.

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.

Special Education Quality Assurance (SEQA) conducts the State Performance Plan (SPP) 13: Secondary Transition compliance review in the Fall of the school year a district is scheduled for monitoring of SPP Indicator 13 (in accordance with the six-year monitoring cycle). The purpose of this training is to review key concepts of the compliance review to ensure districts are developing individualized education programs (IEPs) for students aged 15 and over that meet SPP Indicator 13 compliance requirements. Districts are required to complete this Secondary Transition training in the school year prior to undergoing the compliance review.

Participants will Identify and explore transition assessments for students with intellectual and developmental disabilities to inform transition planning and Individualized Education Program (IEP) development.

This training focuses on fostering vocabulary development in the classroom using explicit instruction.

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. Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on individual student needs and characteristics.

This professional development package describes the diploma and credential options that are available to New York State (NYS) students.

The purpose of Transition in the IEP Series is to gain an in-depth understanding of the transition planning process and the components within a transition IEP.

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.

Participants will analyze the importance of students' self-determination skills; learn the federal and state requirements for the Student Exit Summary; recognize and identify quality components of a Student Exit Summary, and identify a process for the development and issuance of the Student Exit Summary that is student-centered.