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1. WRPC SET - 28 Preschool Special Education Process CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: CPSE Chairpersons, preschool administrators, agency/community service providers/case managers, preschool special education teachers, related service providers

Dates: 9/6/2024

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

Date of Event: September 6, 2024

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

Location: Erie 1 BOCES Education Campus

355 Harlem Road

Bldg. A Room A-2

West Seneca, NY 14224

Items to bring: Please have an IEP available if possible.

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.

2. WRPC LIT - 15 Identifying and Intensifying Interventions CTLE # 3201

Program: Regional Partnership Center (RSE-TASC)

Audience: Literacy Specialists; Special Education Teachers; General Education Teachers; School Psychologists; Principals; Instructional Administration

Dates: 9/10/2024

This professional development course offers a deeper understanding of how to identify and intensify interventions. Interventions assist students with severe and persistent learning, including students with disabilities. It is a process, not a specific program or product. The process is driven by data, characterized by increased intensity and individualization, and considers the academic needs of a student.

Date of Event: September 10, 2024 (ZOOM)

Time of Event: 9:00 am (start) to 3:00 pm (close)

Location: Zoom - Participants will receive an email with the Zoom link by the presenter a few days prior to the workshop.

Items to bring: Access to internet and a device

Objectives: As a result of this training, participants will: identify and differentiate between skill-based, fluency-based, and performance-based interventions   Learn when each of these approaches is appropriate, given the nature of the observed problem learn how to titrate the intensity of intervention to the learner as a response to instruction

3. WRPC TRAN - 23 SPP Indicator 13: Secondary Transition, Key Concepts of the Compliance Review

Program: Regional Partnership Center (RSE-TASC)

Audience: Required for Secondary CSE Chairs in districts reporting on SPP Indicator 13 in the 2025-26 School Year.

Dates: 9/11/2024

The purpose of this training is to review key concepts of this 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 training the school year prior to undergoing this review. This training is focused on meeting compliance for SPP Indicator 13.

Dates of Event: September 11, 2024

Start Time 9:00 am (start) to 10:00 am (close)

Location: Via Zoom: https://e1b-org.zoom.us/j/99260026418?from=addon

Objectives: Participants will identify, understand, and apply key components of SPP Indicator 13.

4. WRPC BEH-08 Integrating Trauma-Sensitivity into a Positive Behavior Interventions and Supports Framework CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Educational Organizations, Administrators, Teachers, Special educational teachers, Support staff.

Dates: 9/12/2024

This workshop describes the ways in which a public health crisis, school crisis and/or types of civic unrest may be significant sources of stress and/or trauma for the students whom we support. Additionally, it explains the biological, cognitive, emotional, and behavioral effects of trauma on student development and the ways they in turn affect a student's academic and behavioral functioning in the classroom. The content explains how to use the data, systems, and practices components of a multi-tiered systems approach to behavior to provide differentiated evidence-based supports. The package allows Educational Organizations to explore and determine if their school-wide Tier 1 practices reflect a trauma-sensitive approach to responding to student behavior.

Participants will gain an understanding of what trauma is and how it affects learning. They will be able to apply several strategies to help build their school's trauma-sensitive support system.

Participants will learn how district and school leaders can incorporate trauma-sensitive practices within a Positive Behavioral Interventions and Supports (PBIS) framework which ensures that trauma practices can be integrated into a system that links these efforts to student outcomes.

Date of Event: September 12, 2024
Time of Event: 8:30am-3:00pm
Location: Erie 1 BOCES Education Campus, Room A-1
355 Harlem Road
West Seneca, NY 14224

5. WRPC SDI - 03 Specially Designed Instruction (SDI) for Administrators CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Administrators

Dates: 9/12/2024

This training is intended to further develop administrators' knowledge of SDI and how SDI should be designed and developed based on individual student need to address their learning barriers.

Objectives: As a result of this training, 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

Location: Cattaraugus Allegany BOCES at The Barn

1825 Windfall Road

Olean, NY 14760

Date: September 12, 2024

Time: 9:00 am to 12:00 pm

6. WRPC TRAN - 05 Implementing Unregistered Work-Based Learning (WBL) Experiences CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special and general education teachers, special and general education administrators, WBL coordinators, paraprofessionals, related services professionals, school counselors, transition specialists, agency/community service providers or case managers, and job coaches.

Dates: 9/17/2024

The purpose of this training is to provide Educational Organizations (EOs) with the foundational knowledge of what high-quality WBL unregistered WBL experiences look like in New York State (NYS) including but not limited to: reviewing in-depth unregistered experiences, discussing the alignment of WBL and the Career Development and Occupational Studies (CDOS) Commencement Credential, identifying high-quality instructional practices that support the implementation of WBL, and determining specific areas that may increase the success rate of the WBL program. Objectives: Participants will Identify high-quality instructional practices that support the implementation of unregistered WBL experiences. Review the alignment of WBL and the Career Development and Occupational Studies (CDOS) Commencement Credential. Determine specific ways to enhance WBL programs that will lead to an increase in the overall program success rate.

7. WRPC LIT - 03 Foundations of Effective Reading Instruction Part 1 CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special Education Teachers, General Education Teachers, Literacy/Reading Instructors, and Administrators.

Dates: 9/17/2024

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: September 17, 2024

Time of Event: 9:00 am (start) to 3:00 pm (close)

Location Erie 2 Chautauqua Cattaraugus BOCES

Hewes Education Center

2615 North Maple Avenue

Large Group Room

Ashville, NY 14710

Items to bring: Access to internet and a device

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.

8. WRPC TRAN - 06 Foundations of Job Coaching for Work-Based Learning (WBL) Experiences CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Dates: 9/17/2024

The purpose of the Foundations of Job Coaching for WBL Experiences training is to provide an overview of the role and expectations of a job coach as well as best practices pertaining to coaching students in a variety of school and community-based settings. Participants will engage in hands-on activities to develop the essential skills of engaging and supporting students, task analysis development, observation and documentation. The training will also review the importance of effective communication and problem-solving for successful WBL experiences. Objectives: Participants will: Describe the role and expectations of a job coach Recognize the importance of effective communication and problem-solving for successful WBL experiences aligned with the students' IEPs Create or utilize job and task analyses and training methods to support skill acquisition Review strategies to encourage successful inclusion into the workplace Identify and utilize methods for observing, collecting, and sharing student data

9. WRPC CRE - 03 What does it mean to be Culturally Responsive? CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Members of Educational Organizations, Specialists within RPCs, All members of the Partnership

Dates: 9/18/2024

This training will build capacity and understanding about the elements of Culturally Responsive Teaching. We will reference 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.

Objectives: As a result of this training, participants will be able to:

Recognize that "Culturally Responsive Teaching is not a set of best practices, but a practice that recognizes the mind-body connection involved in learning” (Zaretta Hammond, 2013)

Reflect and consider how deeply they have engaged as a culturally responsive practitioner

Commit to growing as culturally responsive educators

Using the following materials, participants will build capacity and understanding about the elements of Culturally Responsive Teaching.

1. What Does It Mean To Be Culturally Responsive (Zaretta Hammond, 2013)

Facilitator Note (for use by CREs to unpack the first handouts)

• What Does It Mean To Be Culturally Responsive Organizer

• What Does It Mean To Be Culturally Responsive PowerPoint 2. Ready for Rigor: A Framework for Culturally Responsive Training (Zaretta Hammond, 2013)

3. Five Key Culturally Responsive Teaching Moves (Zaretta Hammond)

4. A Quick and Easy School Visit Observation (Zaretta Hammond)

What Does It Mean to Be Culturally Responsive Training Terms

10. WRPC BEH-06 Discipline Procedures for Students with Disabilities CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Dates: 9/19/2024

This full-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 as per 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. Participants will increase their knowledge of policies, regulations, and best practices related to suspension, removal, and behavioral supports related to implementing discipline for students with disabilities.

Date of Event: September 19, 2024

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

Location: Olean CTE Center, Room A&B
1825 Windfall Rd.
Olean, NY 14760

Objectives:
* District and building leadership will understand the principles and guidance put forth in IDEA 2004 and NYS Part 201 regulations regarding the discipline of students with disabilities.
* District and building leaders will be better able to implement practices within their districts that are aligned with regulations.

Items to Bring: Access to Suspension Data

11. WRPC LIT - 27 Phonological Awareness CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, general education teachers, literacy/reading instructors, administrators

Dates: 9/19/2024

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.

Prerequisite: Participants should have completed Foundations of Effective Reading Instruction: Understanding the Science of Reading.

Date of Event: September 19, 2024

Time of Event: 9:00 am (start) to 3:00 pm (close)

Location: Erie 1 BOCES Education Campus

355 Harlem Road

Bldg. A Room A-1

West Seneca, NY 14224

Items to bring: A laptop or tablet. Writing utensils. Open hearts and minds!

Objectives: As a result of this training, 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.

12. WRPC BEH-07 Function Based Thinking CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: District and School level teams, General and Special Education teachers, paraprofessionals, and parents.

Dates: 9/26/2024

This PD will help participants use a function-based thinking process to address challenging behaviors at the preschool level. Function-based thinking involves defining problem behaviors and selecting interventions that match the function of the behavior.

*Note: This PD is NOT for a functional behavioral assessment (FBA), though the same principles apply. Function-based thinking can be used by teachers to determine meaningful supports to use within their classrooms.

Date of Event: September 26, 2024

Time of Event: 8:30am-3:00pm

Location: Orleans-Niagara BOCES Technology Center, Room 3
4124 Saunders Settlement Rd.
Sanborn, NY 14132

Objectives: Participants will be able to:

* Describe challenging behaviors

* Understand the behavior pathway and use it to determine the function of behaviors

* Understand and engage with the function-based thinking process to prevent or extinguish unwanted behaviors

Prerequisite: Introduction to the Behavior Pathway

13. WRPC SDI - 04 Consultant Teaching and Integrated Co-Teaching Services

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, related service providers, administrators, co-teaching teams

Dates: 10/1/2024

This full-day foundational level training will define consultant teacher services and Integrated Co-Teaching services, according to New York State regulations as well as offer insight into what effective services look like in the classroom. Participants will learn how to determine if CT or ICT services are appropriate for meeting a student with a disability's unique educational needs, what information about CT & ICT services should be included in an IEP, and the roles and responsibilities of educators in providing these services.

We will also explore how teachers can engage in effective collaboration and co-planning to ensure the effective delivery of high-quality CT or ICT services.

14. WRPC TRAN - 24 SPP Indicator 13: Secondary Transition, Key Concepts of the Compliance Review

Program: Regional Partnership Center (RSE-TASC)

Audience: Required for Secondary CSE Chairs in districts reporting on SPP Indicator 13 in the 2025-26 School Year.

Dates: 10/1/2024

The purpose of this training is to review key concepts of this 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 training the school year prior to undergoing this review. This training is focused on meeting compliance for SPP Indicator 13.

Dates of Event: October 1, 2024

Start Time 2:30 pm (start) to 3:30 pm (close)

Location: Via Zoom: https://e1b-org.zoom.us/j/99260026418?from=addon

Objectives: Participants will identify, understand, and apply key components of SPP Indicator 13.

15. WRPC CRE - 04 WRPC CRE - Effective and Collaborative Implementation of Family Engagement Resource CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Anyone in an educational organization that is responsible for creating tools, materials and resources to support effective family engagement and involvement, e.g. administrators, specialists, teachers, parent & parent representatives, etc.

Dates: 10/2/2024

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.

Objectives:

Explore meaningful and equitable training resources/tools to support effective family engagement and communication

Explore the use of critical thinking skills to deepen connection and understanding of the resources to support equitable collaborative family engagement

Share examples of different resources that are designed to foster effective and equitable family engagements practices

Use an assessment worksheet to help build capacity for reflection on resource designs and approaches for effective family engagement

16. WRPC BEH-01 The Language of Classroom Management: Promoting Positive Teacher Student Interactions & Relationships Day 1 and 2 CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special Education Teachers, General Education Teachers, Pupil Support Personnel, School Leadership, District Leadership and Administration, Directors of Special Education

Dates: 10/3/2024 to 11/14/2024

This a 2-day 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.

Dates of the Event: October 3, 2024 (Thursday) & November 14, 2024 (Thursday)

Time of the Event: 8:30 am (start) t0 3:00 pm (end) on Both Days

Location: Erie 1 BOCES Education Campus

355 Harlem Road, Room A-1 on 10/3/24 and Room A-3 on 11/14/24

West Seneca, NY 14224

Objectives: Participants will :

Understand the importance of building relationships with students to improve classroom management practices

Learn foundational behavioral theory and practices to support effective classroom management

Explain evidence-based classroom management practices and identify when to use them

Develop a classroom management action plan that applies the practices presented in this training

17. WRPC TRAN - 08 Transition in the IEP Writing Day CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special Education Teachers, School Counselors, Related Service Providers, School Psychologists, CSE Chairpersons, Special Education Directors, School Administrators, Transition Coordinators

Dates: 10/8/2024

Participants will spend the day drafting their own students' transition IEP: PLPs, Measurable Post-Secondary Goals, Transition Needs, Course of Study, Annual Goals and Coordinated Sets of Transition Activities. It is suggested, but not required, that a building team attends. Please bring transition assessments and any other documents necessary to complete all transition components in the IEP. Specialists from the West Regional Partnership Center will be available to provide technical assistance and feedback on best practices in developing an aligned transition IEP.

As a result of this training, participants will have IEPs with essential transition components.

Participants must have attended the Transition in the IEP Schoology course or an in-person Transition in the IEP professional development in the 2022-2023 or 2023-2024 school years.

Participants should bring: a laptop or other device to access the Internet; access to IEPs in draft (can be paper copies); and access to transition assessments (for students turning 15 and up).

18. WRPC SET - 18 Creating the IEP: Focus on PLPs, Goals, and Progress Monitoring Session 1 CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, related service providers, CPSE/CSE Chairpersons

Dates: 10/9/2024

This training focuses on developing PLPs and goals that align in the IEP. The training will include 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: October 9, 2024 (Wednesday)

Time of Event: 4:15 pm (start) to 6:15 pm (close)

Location: Erie 1 BOCES Education Campus

355 Harlem Road

Bldg. B Room B-1

West Seneca, NY 14224

Items to bring: Participants will need a laptop or other device to access online activities and resources, as well as access to at least 1 IEP (hard copy or electronic).

Objectives: As a result of this training, participants will be able to: State why PLP information is critical. Connect skill needs to goals Write and analyze annual goals Connect PLP narratives to goals to progress monitoring Understand the purpose and importance of analyzing progress monitoring data Relate graphing progress to instructional decisions

19. WRPC LIT - 04 Best Practices in Screening for Academic Deficits CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Literacy Specialists, Special Education Teachers, General Education Teachers, School Psychologists, and Administrators 

Dates: 10/10/2024

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

Date of Event: October 10, 2024 (Zoom)

Time of Event: 9:00 am (start) to 3:00 pm (close)

Items needed: Access to internet and a device

Objectives: Participants will be able to Define universal screening Describe the purpose of universal screening Describe the features of a high-quality universal screening measure Identify tools to guide them in selecting a universal screening measure Describe ways in which data from a universal screening measure can be used 

20. WRPC BEH-09 Introduction to the Behavior Pathway CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: General and Special Education teachers, paraprofessionals, and parents

Dates: 10/15/2024

Participants will learn each of the components of the Behavior Pathway in order to guide thinking that leads to the understanding of the function of behavior to promote desired behavior.

Date of Event: October 15, 2024

Time of Event: 9:00am-12:00pm

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

Objectives: Participants will be able to apply the Behavior Pathway to promote positive desired behavior.

21. WRPC SET - 19 Creating the IEP: Focus on PLPs, Goals, and Progress Monitoring Session 2 CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, related service providers, CPSE/CSE Chairpersons

Dates: 10/16/2024

This training focuses on developing PLPs and goals that align in the IEP. The training will include 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: October 16, 2024 (Wednesday)

Time of Event: 4:15 pm (start) to 6:15 pm (close)

Location: Erie 1 BOCES Education Campus

355 Harlem Road

Bldg. B Room B-1

West Seneca, NY 14224

Items to bring: Participants will need a laptop or other device to access online activities and resources, as well as access to at least 1 IEP (hard copy or electronic).

Objectives: As a result of this training, participants will be able to: State why PLP information is critical. Connect skill needs to goals Write and analyze annual goals Connect PLP narratives to goals to progress monitoring Understand the purpose and importance of analyzing progress monitoring data Relate graphing progress to instructional decisions

22. WRPC LIT - 16 Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special Education Teachers, General Education Teachers, Coaches, Instructional Support Staff, and Administrators.

Dates: 10/17/2024

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.

Date of Event: October 17, 2024

Time of Event: 9:00 am (start) to 3:00 pm (close)

Location: Cattaraugus Allegany BOCES - Olean

1825 Windfall Road

Room A/B

Olean, NY 14760

Items to bring: A laptop

Objectives: As a result of this training, 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.

23. WRPC TRAN - 07 Transition Assessment CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, Committee on Special Education (CSE) chairpersons, guidance counselors, school psychologists, and families; anyone else involved with the development of the student’s IEP.

Dates: 10/18/2024 to 10/25/2024

Transition assessment is a required component of the transition planning process for students with disabilities. Assessments gather information regarding student strengths, preferences, interests and needs. This information is used to help students and families develop reasonable post-secondary goals and identify needed experiences and services to reach those goals. This asynchronous training provides an overview of transition assessments related to each of the measurable postsecondary goal areas of Employment, Education/Training, and Independent Living and provides guidance for using the results to develop and document transition plans in the IEP. Course is considered completed when all requirements are met (watch video training, Check for Understanding question and attendance at Discussion Forum).

Objectives: As a result of participating in this training, participants will be able to:

Identify what transition is and why it's important

Learn basic career development theory

Identify New York state (NYS) regulations related to transition assessment

Identify assessments with ample validity and reliability evidence

Explore Assessments for post-secondary areas

Review, analyze and apply transition assessments to case studies

24. WRPC SET - 21 Standards-based IEPs CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: General and special education teachers, psychologists, related service providers, CSE chairpersons

Dates: 10/22/2024

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.

Date of Event: October 22, 2024

Time of Event: 9:00 am (start) to 12:00 pm (close)

Location: Erie 2 BOCES, LoGuidice Center

9520 Fredonia Stockton Road

Large Group Room A

Fredonia 14063

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

Attendees will need a laptop or other device to access online materials and activities.

Objectives: 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

25. WRPC BEH-10 Developmentally Appropriate Practice for Preschool CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: General Education Teachers, Special Education Teachers, Related Service Providers, Administrators. Preschool educators, including teachers, administrators, assistants, aides, paraprofessionals, and clinical staff.

Dates: 10/23/2024

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. DAP involves an awareness of:
* Age appropriateness / "typical” development
* What the research says about how children this age learn best
* Individual development - recognizing that each child develops uniquely and has individual strengths and needs
* Cultural context - providing meaningful, relevant, and respectful learning experiences for each child and family

Date of Event: October 23, 2024

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

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

Objectives: Objectives: By the end of the training, participants will be able to:
* Identify the three core considerations of Developmentally Appropriate Practice (DAP)
* Identify typical developmental milestones for three-, four-, and five-year-old children
* Identify six key guidelines for setting up a developmentally appropriate preschool classroom system
* Identify practices/actions that they will introduce and modify in their settings to ensure their classrooms are developmentally appropriate

26. WRPC SET - 20 Creating the IEP: Focus on PLPs, Goals, and Progress Monitoring Session 3 CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, related service providers, CPSE/CSE Chairpersons

Dates: 10/23/2024

This training focuses on developing PLPs and goals that align in the IEP. The training will include 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: October 23, 2024 (Wednesday)

Time of Event: 4:15 pm (start) to 6:15 pm (close)

Location: Erie 1 BOCES Education Campus

355 Harlem Road

Bldg. B Room B-1

West Seneca, NY 14224

Items to bring: Participants will need a laptop or other device to access online activities and resources, as well as access to at least 1 IEP (hard copy or electronic).

Objectives: As a result of this training, participants will be able to: State why PLP information is critical. Connect skill needs to goals Write and analyze annual goals Connect PLP narratives to goals to progress monitoring Understand the purpose and importance of analyzing progress monitoring data Relate graphing progress to instructional decisions

27. WRPC LIT - 28 Phonics and Word Recognition: Establishing the Foundations for Reading Success CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, general education teachers, literacy/reading instructors, administrators

Dates: 10/29/2024

Prerequisite: Participants should have completed Foundations of Effective Reading Instruction: Understanding the Science of Reading and Phonological Awareness: Establishing Foundations for Reading Success.

The purpose of this training is to help participants gain a greater understanding of the Science of Reading; specifically, what phonics and word recognition is and how crucial this skill set 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 phonics and word recognition. The training will also provide context for the importance of using assessments to improve the effectiveness of phonics 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.

Objectives: As a result of this training, participants will be able to:

Describe the legal and ethical importance of providing scientific research-based instruction in phonics and word recognition.

Define phonics and word recognition and describe why they are important to overall reading development.

Explain when and how to teach phonics and word recognition according to our current knowledge of the science of reading.

Identify ways in which classroom assessments can be used to improve phonics and word recognition instruction and student outcomes.

Describe ways in which students with diverse backgrounds and learning needs can be provided with individualized phonics and word recognition support.

Prework: Participants are encouraged to listen to Sold a Story, a podcast from American Public Media, to build background knowledge prior to attending this training. The primary purpose is to reinforce why students need explicit and systematic phonics and word reading instruction.

28. WRPC SDI - 05 Overview of Specially Designed Instruction CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, general education teachers, paraprofessionals, CSE Chairs

Dates: 11/5/2024

An Overview of Specially Designed Instruction takes participants through a review of the regulatory requirements of SDI, supporting instructional practices to be used for all students, as well as the basic elements of SDI. Participants will engage in meaningful processing activities and create a student SDI profile.

Objectives: As a result of this training, participants will:

Develop introductory knowledge of specially designed instruction (SDI)

Identify ethical and legal reasons for the use of SDI

Be able to define SDI and its purpose

Understand the relationships between SDI and other instructional strategies

Be able to describe SDI and its core elements

Differentiate between accommodations and modifications

Practice selecting appropriate SDI based upon student needs and characteristics

29. WRPC LIT - 05 Foundations of Effective Reading Instruction Part 1 CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Dates: 11/6/2024

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: November 6, 2024

Time of Event: 9:00 am (start) to 3:00 pm (close)

Location: Erie 1 BOCES Education Campus

355 Harlem Road

Bldg. A - Room A-1

West Seneca, NY 14224

Items to bring: A device and access to internet

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.

30. WRPC BEH-11 Function Based Thinking CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: District and School level teams, General and Special Education teachers, paraprofessionals, and parents

Dates: 11/7/2024

This PD will help participants use a function-based thinking process to address challenging behaviors at the preschool level. Function-based thinking involves defining problem behaviors and selecting interventions that match the function of the behavior.

*Note: This PD is NOT for a functional behavioral assessment (FBA), though the same principles apply. Function-based thinking can be used by teachers to determine meaningful supports to use within their classrooms.

Date of Event: November 7, 2024

Time of Event: 8:30am-3:00pm

Location: Erie 1 BOCES Education Campus
355 Harlem Road, Room A-4
West Seneca, NY 14224

Objectives: Participants will:
* Describe challenging behaviors.
* Understand the behavior pathway and use it to determine the function of behaviors.
* Understand and engage with the function-based thinking process to prevent or extinguish unwanted behaviors.

Prerequisite: Introduction to the Behavior Pathway

31. WRPC CRE - 05 Values, Equity, and Cultural Responsiveness CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Members of Educational Organizations, Members of the Partnership

Dates: 11/13/2024

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.

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.

32. WRPC LIT - 29 Explicit Vocabulary Instruction for Teachers CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Literacy Specialists, Special Education Teachers, and General Education Teachers, School Psychologists, Principals

Dates: 11/14/2024

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

Please have a resource for identifying vocabulary words for an upcoming lesson (such as a book, passage, etc.) available during the session.

Date of Event: November 14, 2024

Time of Event: 9:00 am (start) to 3:00 pm (close)

Location: Erie 1 BOCES Education Campus

355 Harlem Road

Bldg. A Room A-1

West Seneca, NY 14224

Items to bring: Laptop

Objectives: As a result of this training, 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.

33. WRPC TRAN - 10 Diploma and Credential Options for Students with Disabilities CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: General and special education administrators, special education teachers, school counselors, school psychologists and other related service providers, and families

Dates: 11/14/2024

To earn a NYS diploma, students must meet credit and exam requirements. These requirements are separate and distinct and do not have to happen simultaneously. This training provides an overview of the diploma and credential options that are available to New York State (NYS) students.

Objectives: Participants will recognize and identify:

The definition of self-determination and its relation to determining individualized diploma and credential options

The credit requirements for graduation in NYS

The Multiple Pathways to Graduation 4 + 1 Option requirements for all students

The appeal eligibility criteria for all students

The safety net options for students with disabilities

The exiting credentials available in NYS and the requirements for each

34. WRPC TRAN - 09 How to Foster and Support Self-Determination in All Students CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: General and special education teachers, general and special education administrators, related service personnel, school counselors, agency representatives, families, and students.

Dates: 11/14/2024

Self-Determination is a research-based predictor of post-school success in the areas of education, employment, and independent living. The purpose of this training is to foster and support the development of self-determination skills for students of all ages utilizing a collaborative school and family approach. It provides participants with foundational concepts, resources, and strategies to implement and incorporate practices that promote the development of self-determination throughout a student's day and across all ages.

Objectives: Participants will:

Recognize and identify the definition of self-determination and the elements that comprise self-determination.

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

Identify strategies to support self-determination skill development for students across all ages and settings.

Be able to apply and implement these concepts into practice to foster self-determination in all students.

35. WRPC SET - 05 Creating the IEP: Focus on PLPs, Goals, and Progress Monitoring CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Dates: 11/16/2024

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

The training will include 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.

Time of Event: 8:30 am to 3:00 pm

Location: Erie 1 BOCES, 355 Harlem Rd, Room B-1 West Seneca, NY 14224

Items to bring: Participants will need a laptop or other device to access online activities and resources, as well as access to at least 1 IEP (hard copy or electronic).

Objectives: As a result of this training, participants will be able to: State why PLP information is critical. Connect skill needs to goals Write and analyze annual goals Connect PLP narratives to goals to progress monitoring Understand the purpose and importance of analyzing progress monitoring data Relate graphing progress to instructional decisions

36. WRPC BEH-12 Using the Competing Behavior Pathway to Identify Interventions CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: District and School level teams, General and Special Education teachers, paraprofessionals, and parents.

Dates: 11/20/2024

Participants will learn each of the components of the Competing Behavior Pathway in order to guide thinking that leads to the understanding of the function of behavior to promote desired behavior. Date of Event: November 20, 2024

Time of Event: 9:00 am (start) to 12:00 pm (close)

Location: Erie 1 BOCES Education Campus

355 Harlem Road, Room A-1

West Seneca, NY 14224

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

* Promote positive desired behavior

* Increase student academic outcomes

* Support students in the least restrictive environment

Pre-requisite: Introduction to the Behavior Pathway

37. WRPC LIT - 17 Best Practices in Academic Progress Monitoring CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: General Education Teachers, Special Education Teachers, Administrators, Literacy Specialists and School Psychologists.

Dates: 11/21/2024

his 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.

The training is most applicable to those who will be engaging directly in the progress monitoring process with students, such as General Education Teachers, Special Education Teachers, Administrators, Literacy Specialists and School Psychologists.

Date of Event: November 21, 2024 (ZOOM)

Time of Event: 9:00 am (start) to 3:00 pm (close)

Items to bring: Access to internet and a laptop

Objectives: As a result of this training, participants will be able to: Describe the purpose of progress monitoring. Define progress monitoring. Identify the steps for implementing progress monitoring at the individual student level.

38. WRPC SDI - 06 Standards-Based Individualized Education Programs CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: General and special education teachers, psychologists, related service providers, CSE chairpersons

Dates: 12/3/2024

his 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.

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

Attendees will need a laptop or other device to access online materials and activities.

39. WRPC BEH-13 Introduction to the Behavior Pathway CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: General and Special Education teachers, paraprofessionals, and parents

Dates: 12/4/2024

Participants will learn each of the components of the Behavior Pathway in order to guide thinking that leads to the understanding of the function of behavior to promote desired behavior.

Date of Event: December 4, 2024

Time of Event: 9:00am-12:00pm

Location: Erie 1 BOCES Education Campus
355 Harlem Road, Room A-4
West Seneca, NY 14224

Objectives: Participants will be able to apply the Behavior Pathway to promote positive desired behavior.

40. WRPC SET - 23 Test Accommodations for Students with Disabilities CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special Education Teachers, General Education Teachers, Building Principals, Special Education Administrators, Committee on Special Education (CSE) Chairpersons, Aides, Parents/Families

Dates: 12/5/2024

This training promotes the understanding and appropriate use of accommodations for students with disabilities. It 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). Follow up for this training will provide practice as scribe and human reader, especially important for those who will turnkey these procedures.

Date of Event: December 5, 2024 (ZOOM)

Time of Event: 8:30 am (start) to 12:30pm (close)

Location: ZOOM - Participants will receive an email by the presenter with access course code a few day prior to the workshop.

Items to bring: Attendees will need a laptop or other device to access online materials and activities.

Objectives: 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

41. WRPC LIT - 06 Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special Education Teachers, General Education Teachers, Coaches, Instructional Support Staff, and Administrators.

Dates: 12/5/2024

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.

Date of Event: December 5, 2024

Time of Event: 9:00 am (start) to 3:00 pm (close)

Location: Erie 1 BOCES Education Campus

355 Harlem Road

Bldg. A Room A-1

West Seneca, NY 14224

Items to bring: A device and access to internet

Objectives: As a result of this training, 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.

42. WRPC TRAN - 11 The Career Development and Occupational Studies (CDOS) Learning Standards Across the Lifespan: Connecting Knowledge to Skills CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Professionals (e.g., special educators, CTE teachers, school counselors, transition coordinators, building level administrators, and secondary teachers) directly involved with the process at the secondary level.

Dates: 12/6/2024 to 12/13/2024

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.

Objectives: 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

43. WRPC BEH-14 FBA/BIP Toolkit CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special Education Teachers, General Education Teachers, Pupil Support Personnel, School Leadership, District Leadership and Administration, Directors of Special Education

Dates: 12/10/2024

Participants will develop their understanding of the components of a quality IEP designed to provide students with disabilities access to the general education curriculum.

Date of Event: December 10, 2024 (Thursday)

Time of Event: 9:00am (start) to 12:00pm (close)

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

Objectives: Participants will develop their understanding of the components of a quality IEP designed to provide students with disabilities access to the general education curriculum.

44. WRPC LIT - 30 Universal Screening: Best Practices in Screening for Academic Deficits CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Literacy specialists, Special Education teachers, General Education teachers, school psychologists, administrators, and other educators who may implement universal screening.

Dates: 12/11/2024

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

Date of Event: December 11, 2024

Time of Event: 9:00 am (start) to 3:00 pm (close)

Location: ZOOM - The presenter will email Zoom access code a few days prior to the workshop.

Items to bring: Access to internet and a device.

bjectives: As a result of this training, participants will be able to: As a result of this training, 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

45. WRPC SET - 24 Test Accommodation Follow-up: Scribe and Human Reader Training CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special Education Teachers, General Education Teachers, Building Principals, Special Education Administrators, Committee on Special Education (CSE) Chairpersons, Aides, Parents/Families

Dates: 12/11/2024

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.

Date of Event: December 11, 2024
Time of Event: 12:30 pm (start) to 2:30 pm (close)

Location: Erie 1 BOCES Education Campus

355 Harlem Road

Bldg. A Room A-1

West Seneca, NY 14224

Items to bring: Participants will need a laptop or other device to access online materials and activities.

Objectives: 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”

46. WRPC CRE - 06 Intro to Culturally Responsive and Sustaining Education CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: District Leadership and Administration, Pupil Support Personnel, School Leadership, Directors of Special Education, Special Education Teachers, General Education Teachers (anyone serving students with disabilities).

Dates: 12/12/2024

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).

Objectives:

Explore foundational elements of culture and Culturally Responsive Education

Reflect on personal culture and experiences

Become familiar with the NYSED Culturally Responsive-Sustaining Education framework

Reflect on the ways practices and approaches outlined in the NYSED CRSE Framework are present within your Educational Organization (EO)

47. WRPC BEH-15 Increasing Instructional Time and Student Performance Utilizing De-escalation Strategies CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: General Education Teachers, Special Education Teachers, Support Staff, Related Service Providers, Paraprofessionals, Administrators, School Psychologists and Counselors who work with and support students in preschool through 12th grade.

Dates: 12/17/2024

This one-day training empowers educators to understand and effectively manage the conflict cycle of behavior. Throughout the session, participants will ground themselves in a common understanding of the phases of acting-out behavior and how to effectively manage unexpected social, emotional and behavioral situations in the classroom. Participants will learn to recognize and respond to acting-out behavior with effective de-escalation strategies tailored to each phase of the acting-out cycle. Equipped with this knowledge, educators will build their toolbox of techniques aimed at fostering a safer and more conducive learning environment that increases instructional time and improves student performance.

Date of Event: December 17, 2024
Time of Event: 8:30am-3:00pm
Location: Erie 1 BOCES Education Campus, Room A-1
355 Harlem Road
West Seneca, NY 14224

48. WRPC LIT - 18 Phonological Awareness CTLE # 32018 12/18/2024

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, general education teachers, literacy/reading instructors, administrators

Dates: 12/18/2024

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: December 18, 2024 ZOOM

Time of Event: 9:00 am (start) to 3:00 pm (close)

Items to bring: Access to internet and a laptop. Writing utensils.

Prerequisite: Participants should have completed Foundations of Effective Reading Instruction: Understanding the Science of Reading

Objectives: As a result of this training, 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.

49. WRPC TRAN - 12 Culturally Responsive Transition Planning (CRTP) Guide CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special Education Teachers, School Counselors, Related Service Providers, School Psychologists, CSE Chairpersons, Special Education Directors, School Administrators, Transition Coordinators, Work Based Learning Coordinators and agency personnel

Dates: 12/20/2024

The purpose of the Culturally Responsive Transition Planning (CRTP) Guide is to assist professionals in understanding the transition planning process from a culturally responsive lens. When professionals think about the transition process through a culturally responsive lens, students with disabilities experience improved post-school outcomes in the areas of employment, postsecondary education, and independent living. Embedded in this training are links to a variety of resources related to culturally responsive transition planning which will assist Educational Organizations (EOs) as they embark on the culturally responsive transition planning process.

Objectives: Participants will:

Recognize the ways in which the background and culture of a student and their family impact transition planning. 

Learn culturally responsive strategies to support their students' learning and support transition from school to post-school activities.  

Engage in frequent, respectful, and open discussion of the educational needs of students. 

Be provided tools to engage culturally diverse students and families in the transition planning process.

50. WRPC SDI - 07 SDI for Administrators CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Administrators

Dates: 1/1/2025 to 1/17/2025

This training is intended to further develop administrators' knowledge of SDI and how SDI should be designed and developed based on individual student need to address their learning barriers. Objectives: As a result of this training, 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

51. WRPC LIT - 31 Best Practices in Academic Progress Monitoring CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: General Education Teachers, Special Education Teachers, Administrators, Literacy Specialists and School Psychologists.

Dates: 1/6/2025 to 1/16/2025

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.

Dates of Event: January 6, 2025 (start) thru January 16, 2025 (close) SCHOOLOGY

Required Discussion Forum: January 16, 2025 from 2:30 pm to 3:30 pm ZOOM

The training is most applicable to those who will be engaging directly in the progress monitoring process with students, such as General Education Teachers, Special Education Teachers, Administrators, Literacy Specialists and School Psychologists.

Objectives: As a result of this training, participants will be able to: Describe the purpose of progress monitoring. Define progress monitoring. Identify the steps for implementing progress monitoring at the individual student level.

52. WRPC SET - 10 CPSE/CSE Chairperson Training Day 1 CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: CPSE/CSE Chairpersons, Psychologists, Directors of Special Education, Special Education Teachers, Building Administrators

Dates: 1/7/2025

Whether you are new to your role as a chairperson or experienced and interested in reviewing your current practices, this is an opportunity to network with other directors of special education, administrators, school psychologists, special education teachers, and chairpersons as you participate in a series of modules that provide CSE and CPSE chairpersons with compliant guidance and best practices in the CSE and CPSE process.

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

Day of Event: January 7, 2025

Time of Event: 8:30 am to 3:00 pm

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

Items to bring: Laptop or other device to access course links

Prerequisites: A temporary Schoology account will be set up for you through Erie 1 Technology Services. Login information and Access Codes will be emailed a few days prior to workshop.

Objectives: As a result of this training, participants will be able to: Understand the special education process as delineated in New York State Education Law and Regulations; Identify specific responsibilities as Chairperson of the Committee; Develop procedures that encourage parental involvement and culturally responsive practices that cultivate home-school partnerships; and Pinpoint strategies for the Committee to make high quality decisions that result in an individualized education program (IEP) that meets State requirements and provides educational benefit to the student.

53. WRPC BEH-17 Discipline Procedures for Students with Disabilities CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Dates: 1/9/2025

This full-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 as per 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. Participants will increase their knowledge of policies, regulations, and best practices related to suspension, removal, and behavioral supports related to implementing discipline for students with disabilities.

Date of Event: January 9, 2025

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

Location: Erie 1 BOCES Education Campus, Room A-1
355 Harlem Rd.
West Seneca, NY 14224

Objectives:
* District and building leadership will understand the principles and guidance put forth in IDEA 2004 and NYS Part 201 regulations regarding the discipline of students with disabilities.
* District and building leaders will be better able to implement practices within their districts that are aligned with regulations.

Items to Bring: Access to Suspension Data

54. WRPC BEH-16 Developmentally Appropriate Practice for Preschool CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Dates: 1/14/2025

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. DAP involves an awareness of:
* Age appropriateness / "typical” development
* What the research says about how children this age learn best
* Individual development - recognizing that each child develops uniquely and has individual strengths and needs
* Cultural context - providing meaningful, relevant, and respectful learning experiences for each child and family

Date of Event: January 14, 2025

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

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

Objectives: Objectives: By the end of the training, participants will be able to:
* Identify the three core considerations of Developmentally Appropriate Practice (DAP)
* Identify typical developmental milestones for three-, four-, and five-year-old children
* Identify six key guidelines for setting up a developmentally appropriate preschool classroom system
* Identify practices/actions that they will introduce and modify in their settings to ensure their classrooms are developmentally appropriate

55. WRPC SET - 11 CPSE/CSE Chairperson Training Day 2 CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: CPSE/CSE Chairpersons, Psychologists, Directors of Special Education, Special Education Teachers, Building Administrators

Dates: 1/15/2025

Whether you are new to your role as a chairperson or experienced and interested in reviewing your current practices, this is an opportunity to network with other directors of special education, administrators, school psychologists, special education teachers, and chairpersons as you participate in a series of modules that provide CSE and CPSE chairpersons with compliant guidance and best practices in the CSE and CPSE process.

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

Date of Event: January 15, 2025 (Virtual) Schoology and Zoom Access codes to be emailed prior to workshop.

Time of Event: 8:30 am to 3:00 pm

Items to bring: Laptop or other device to access course links

Objectives: As a result of this training, participants will be able to: Understand the special education process as delineated in New York State Education Law and Regulations; Identify specific responsibilities as Chairperson of the Committee; Develop procedures that encourage parental involvement and culturally responsive practices that cultivate home-school partnerships; and Pinpoint strategies for the Committee to make high quality decisions that result in an individualized education program (IEP) that meets State requirements and provides educational benefit to the student.

56. WRPC LIT - 19 Phonics and Word Recognition: Establishing the Foundations for Reading Success CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, general education teachers, literacy/reading instructors, administrators

Dates: 1/16/2025

The purpose of this training is to help participants gain a greater understanding of the Science of Reading; specifically, what phonics and word recognition is and how crucial this skill set 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 phonics and word recognition. The training will also provide context for the importance of using assessments to improve the effectiveness of phonics 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.

Prerequisite: Participants should have completed Foundations of Effective Reading Instruction: Understanding the Science of Reading and Phonological Awareness: Establishing Foundations for Reading Success.

Date of Event: January 16, 2025 - ZOOM

Time of Event: 9:00 am (start) to 3:00 pm (close)

Items to bring: Access to internet and a laptop

Prework: Participants are encouraged to listen to Sold a Story, a podcast from American Public Media, to build background knowledge prior to attending this training. The primary purpose is to reinforce why students need explicit and systematic phonics and word reading instruction.

Objectives: Describe the legal and ethical importance of providing scientific research-based instruction in phonics and word recognition. Define phonics and word recognition and describe why they are important to overall reading development. Explain when and how to teach phonics and word recognition according to our current knowledge of the science of reading. Identify ways in which classroom assessments can be used to improve phonics and word recognition instruction and student outcomes. Describe ways in which students with diverse backgrounds and learning needs can be provided with individualized phonics and word recognition support.

57. WRPC LIT - 07 Foundations of Effective Reading Instruction Part 1 CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, general education teachers, literacy/reading instructors, administrators

Dates: 1/20/2025 to 1/30/2025

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.

Dates of Event: January 20, 2025 to January 30, 2025 (Schoology Asynchronous)

Mandatory Discussion Forum: January 30, 2025 (Zoom)

Time of Discussion Forum: 3:00 pm (start) to 4:00 pm (close)

Items: Laptop or tablet

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.

58. WRPC BEH-18 Using the Competing Behavior Pathway to Identify Interventions CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: District and School level teams, General and Special Education teachers, paraprofessionals, and parents.

Dates: 1/22/2025

Participants will learn each of the components of the Competing Behavior Pathway in order to guide thinking that leads to the understanding of the function of behavior to promote desired behavior. Date of Event: January 22, 2025

Time of Event: 9:00 am (start) to 12:00 pm (close)

Location: Erie 1 BOCES Education Campus

355 Harlem Road, Room A-2

West Seneca, NY 14224

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

* Promote positive desired behavior

* Increase student academic outcomes

* Support students in the least restrictive environment

Pre-requisite: Introduction to the Behavior Pathway

59. WRPC SET - 12 CPSE/CSE Chairperson Training Day 3 CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: CPSE/CSE Chairpersons, Psychologists, Directors of Special Education, Special Education Teachers, Building Administrators

Dates: 1/23/2025

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

Date of Event: January 23, 2025

Time of Event: 8:30 am to 3:00 pm

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

Items to bring: Laptop or other device to access course links

Prerequisites: A temporary Schoology account will be set up for you through Erie 1 Technology Services. Login information and Access Codes will be emailed by the presenter a few days prior to workshop.

Objectives: As a result of this training, participants will be able to: Understand the special education process as delineated in New York State Education Law and Regulations; Identify specific responsibilities as Chairperson of the Committee; Develop procedures that encourage parental involvement and culturally responsive practices that cultivate home-school partnerships; and Pinpoint strategies for the Committee to make high quality decisions that result in an individualized education program (IEP) that meets State requirements and provides educational benefit to the student.

60. WRPC CRE - 07 Fundamentals of Equity CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Dates: 1/23/2025

This professional learning package 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.

Objectives:

Define common terms and imagery that appear in conversations about equity

Explore the concept of cultural responsiveness through personal, professional, and institutional lenses

Identify strengths, challenges, and needs regarding the capacity to implement culturally responsive practices

61. WRPC SET - 13 CPSE/CSE Chairperson Training Day 4 CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: CPSE/CSE Chairpersons, Psychologists, Directors of Special Education, Special Education Teachers, Building Administrators

Dates: 1/28/2025

Whether you are new to your role as a chairperson or experienced and interested in reviewing your current practices, this is an opportunity to network with other directors of special education, administrators, school psychologists, special education teachers, and chairpersons as you participate in a series of modules that provide CSE and CPSE chairpersons with compliant guidance and best practices in the CSE and CPSE process.

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

Date of Event: January 28, 2025

Time of Event: 8:30 am to 3:00 pm

Location: Virtual - Schoology and Zoom

Items to bring: Laptop or other device to access course links

Prerequisites: A temporary Schoology account will be set up for you through Erie 1 Technology Services. Login information and Access Codes will be emailed by the presenter a few days prior to workshop.

Objectives: As a result of this training, participants will be able to: Understand the special education process as delineated in New York State Education Law and Regulations; Identify specific responsibilities as Chairperson of the Committee; Develop procedures that encourage parental involvement and culturally responsive practices that cultivate home-school partnerships; and Pinpoint strategies for the Committee to make high quality decisions that result in an individualized education program (IEP) that meets State requirements and provides educational benefit to the student.

62. WRPC BEH-19 Increasing Instructional Time and Student Performance Utilizing De-escalation Strategies CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Dates: 2/4/2025

This one-day training empowers educators to understand and effectively manage the conflict cycle of behavior. Throughout the session, participants will ground themselves in a common understanding of the phases of acting-out behavior and how to effectively manage unexpected social, emotional and behavioral situations in the classroom. Participants will learn to recognize and respond to acting-out behavior with effective de-escalation strategies tailored to each phase of the acting-out cycle. Equipped with this knowledge, educators will build their toolbox of techniques aimed at fostering a safer and more conducive learning environment that increases instructional time and improves student performance.

Date of Event: February 4, 2025
Time of Event: 8:30am-3:00pm
Location: Erie 1 BOCES Education Campus, Room A-2
355 Harlem Road
West Seneca, NY 14224

63. WRPC LIT - 08 Phonological Awareness: Establishing Foundations for Reading Success CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, general education teachers, literacy/reading instructors, administrators

Dates: 2/4/2025

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.

Date of Event: February 4, 2025

Time of Event: 9:00 am (start) to 3:00 pm (close)

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

Items to bring: A laptop or tablet. Writing utensils.

Objectives: Participants will be able to: Define phonological awareness and explain the difference between phonological awareness, phonemic awareness, and phonics. Explain why phonological awareness is a crucial set of skills that are foundational to successful reading. Identify what skills to teach when, and how to teach these skills for students to master phonological awareness. Describe an example of how to use assessment to improve the effectiveness of phonological awareness instruction for students.

64. WRPC CRE - 08 Fostering High Expectations and Rigorous Instruction CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Dates: 2/5/2025

Fostering High Expectations and Rigorous Instruction is one of four high leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. Research shows that teachers' expectations of students can influence their academic achievement and behavior. Teachers are more likely to under-estimate students with disabilities, students from low-income families, English Language Learners, and Black, Latinx, and Native American students.

Objectives:

Understand how high expectations and rigorous instruction can improve student outcomes

Reflect on cultural background and identities, and how those identities may influence teacher expectations

Develop strategies for fostering high expectations and rigorous instruction

Identify 2-3 next steps for ongoing professional learning

65. WRPC SDI 08 Overview of Specially Designed Instruction CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, general education teachers, paraprofessionals, CSE Chairs

Dates: 2/6/2025 to 2/24/2025

An Overview of Specially Designed Instruction takes participants through a review of the regulatory requirements of SDI, supporting instructional practices to be used for all students, as well as the basic elements of SDI. Participants will engage in meaningful processing activities and create a student SDI profile. Objectives: As a result of this training, participants will: Develop introductory knowledge of specially designed instruction (SDI) Identify ethical and legal reasons for the use of SDI Be able to define SDI and its purpose Understand the relationships between SDI and other instructional strategies Be able to describe SDI and its core elements Differentiate between accommodations and modifications Practice selecting appropriate SDI based upon student needs and characteristics Mandatory Zoom Discussion Forum, must attend one of these to receive your CTLE Certificate 2-25-25 Tuesday from 2pm-3pm or 2-26-25 from 3pm-4pm. Information on zoom will be emailed via Presenter.

66. WRPC TRAN - 16 Diploma and Credential Options for Students with Disabilities CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: General and special education administrators, special education teachers, school counselors, school psychologists and other related service providers, and families.

Dates: 2/6/2025

67. WRPC BEH-20 Working with Families to Improve Student Outcomes CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special Education Teachers, General Education Teachers, Pupil Support Personnel, School Leadership, District Leadership and Administration, Directors of Special Education

Dates: 2/12/2025

This training 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

Date of Event: February 12, 2025 (Wednesday)

Time of Event: Start 8:30 am to 3:00 pm (Close)

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

Objectives: Systems: Participating EOs will understand the importance of strong family-school-community partnerships and can work to create systems-level policies and procedures to engage with families and the community. EOs will be able to self-assess, action plan, and re-assess their family engagement practices ensuring improvement in their systems and practices leading to improved outcomes for students.

Practices: Participating EOs will use the Six Essential Features of Family-School Collaboration and develop teacher/administrator/staff practices for engaging families (1. Positive Home-School Relationships, 2. Two-way Communication, 3. Shared Decision Making, 4. Family Voice for Equitable Discipline, 5. Training and Support for Family Collaboration, 6. Evaluation)

Outcomes: Improved family engagement will improve student: Academic achievement, school readiness, grades, performances on standardized tests, literacy, homework completion, graduation rates, attendance, dropout rates, behaviors and social skills, placements and transitions, and post-secondary outcomes.

68. WRPC SET - 29 Preschool Special Education Process CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: CPSE Chairpersons, preschool administrators, agency/community service providers/case managers, preschool special education teachers, related service providers

Dates: 2/12/2025

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

Date of Event: February 12, 2025

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

Location: Erie 1 BOCES Education Campus

355 Harlem Road

Bldg. A Room A-1

West Seneca, NY 14224

Items to bring: Please have an IEP available if possible.
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.

69. WRPC LIT - 20 Explicit Vocabulary Instruction for Teachers CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Literacy Specialists, Special Education Teachers, and General Education Teachers, School Psychologists, Principals

Dates: 2/13/2025

Research tells us that a student's breadth and depth of vocabulary is strongly linked to successful academic outcomes. This course focuses on using the evidence-based practice of explicit instruction to teach vocabulary. Please have a resource for identifying vocabulary words for an upcoming lesson (such as a book, passage, etc.) available during the session.

Date of Event: February 13, 2025

Time of Event: 9:00 am (start) to 3:00 pm (close)

Location: Erie 1 BOCES Education Campus

355 Harlem Road

Bldg. A Room A-1

West Seneca, NY 14224

Items to bring: A laptop or other device.

Objectives: As a result of this training, 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.

70. WRPC TRAN - 15 Transition in the IEP -condensed CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education administrators, special education and general education teachers, paraprofessionals, related service providers, school psychologists, school counselors, agency/community service providers or case managers, and families.

Dates: 2/14/2025

The purpose of Transition in the IEP 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.

Objectives: Participants will:

Identify age-appropriate transition assessments

Identify components needed to write measurable post-secondary goals

Identify key components of high-quality Transition IEPs and understand the transition planning process

Identify key concepts of Coordinated Set of Activities

Ensure student participation in the development of a transition IEP and parent involvement in the transition planning process

Describe the role of agencies and promote interagency collaboration

Be able to directly apply and implement these practices to ensure student success with postsecondary goals

Recognize the impact of the transition planning process on student data explicit to the SPP Indicators.

Discuss current practices related to the Committee on Special Education (CSE) recommendations for programs and services to address a student's transition needs and achievement of Measurable Postsecondary Goals.

Please note this is the condensed version of Transition in the IEP

71. WRPC BEH-21 Using the FBA/BIP Process to Support Students Needing Intensive Interventions CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

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

Dates: 2/26/2025 to 4/2/2025

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

Part 1: Understanding the Behavior Pathway and Conducting the Functional Behavior Assessment: Build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway). 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 2: Using the Competing Behavior Pathway to Develop the Behavior Intervention Plan: Identify interventions based upon the Competing Behavior Pathway.

Part 3: Implementation and Progress Monitoring of the Behavior Intervention Plan: Develop the skills necessary to ensure the BIP is implemented with fidelity and progress monitor a student's response to the plan with regard to changes in both the problem and replacement/desired behaviors. (Day 3 will include opportunity to practice writing key elements of a Behavioral Intervention Plan.)

Date of Event: February 26, March 13, and April 2, 2025

Time of Event: 8:30 am (start) to 3:00 pm (end) each day

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

Objectives: 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 must attend all 3 days of the Using the FBA and BIP Process to Support Students needing Intensive Intervention series to earn 18 CTLE Credit hours

72. WRPC LIT - 32 Identifying and Intensifying Interventions CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Literacy Specialists; Special Education Teachers; General Education Teachers; School Psychologists; Principals; Instructional Administration

Dates: 2/26/2025

This professional development course offers a deeper understanding of how to identify and intensify interventions. Interventions assist students with severe and persistent learning, including students with disabilities. It is a process, not a specific program or product. The process is driven by data, characterized by increased intensity and individualization, and considers the academic needs of a student.

Objectives: As a result of this training, participants will:

identify and differentiate between skill-based, fluency-based, and performance-based interventions  

Learn when each of these approaches is appropriate, given the nature of the observed problem

learn how to titrate the intensity of intervention to the learner as a response to instruction

73. WRPC BEH-22 Function Based Thinking CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: District and School level teams, General and Special Education teachers, paraprofessionals, and parents.

Dates: 3/4/2025

This PD will help participants use a function-based thinking process to address challenging behaviors at the preschool level. Function-based thinking involves defining problem behaviors and selecting interventions that match the function of the behavior.

*Note: This PD is NOT for a functional behavioral assessment (FBA), though the same principles apply. Function-based thinking can be used by teachers to determine meaningful supports to use within their classrooms.

Date of Event: March 4, 2024

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

Location: Erie 1 BOCES Education Campus
355 Harlem Road, Room A-4
West Seneca, NY 14224

Objectives: Participants will:
* Describe challenging behaviors.
* Understand the behavior pathway and use it to determine the function of behaviors.
* Understand and engage with the function-based thinking process to prevent or extinguish unwanted behaviors.

Prerequisite: Introduction to the Behavior Pathway

74. WRPC CRE - 09 Family Engagement, Communication, and Culture CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Dates: 3/5/2025 to 3/20/2025

This package of materials is designed to introduce educators to concepts of communication and culture that impact the ways educators and educational organizations (EOs) interact with families. Overall, the aim is to ensure that educators are mindful with how they communicate with parents, guardians, and families to ensure that educational sites are culturally responsive and welcoming. Date of Event: March 5, 2025 (Opens) - March 20, 2025 (Closes) Mandatory Discussion Forum: March 2-, 2024 from 2:30pm to 4:00pm Location: Schoology and Zoom Discussion Forum. This course is asynchronous and self-paced on the Schoology platform. Objectives: Examine the impact of culture and communications in our practice as educators Explore the concept of culture and connect with the idea of Culturally Responsive-Sustaining Education Explore strategies for effective collaboration between families, caregivers, and schools to support students

75. WRPC TRAN - 17 Evidence-Based Practices for Improving Graduation and Dropout Rates CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: General and special education teachers and administrators, school counselors, transition coordinators, related service providers, agency staff, students, and families.

Dates: 3/5/2025

High School Students with Disabilities graduate at a significantly lower rate than their peers. They are more likely to disengage from school and dropout due to a variety of academic, behavioral and engagement challenges. The Evidence-Based Practices for Improving Graduation Rate and Decreasing Dropout training will provide an overview of Early Warning Systems and evidence-based practices that are known to enhance successful completion of school for students with disabilities. Objectives: Participants will gain a deeper understanding of: Resources aimed at increasing school completion Data that can be used to identify a student's dropout risk Using data to make programmatic changes Strategies to consider to increase school completion Attendees will need a laptop or other device to access and download online resources.

76. WRPC SDI 09 Test Accommodations for Students with Disabilities CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special Education Teachers, General Education Teachers, Building Principals, Special Education Administrators, Committee on Special Education (CSE) Chairpersons, Aides, Parents/Families Description:

Dates: 3/6/2025

Description:

This training promotes the understanding and appropriate use of accommodations for students with disabilities. It 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). Follow up for this training will provide practice as scribe and human reader, especially important for those who will turnkey these procedures.

Objectives: 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

Attendees will need a laptop or other device to access online materials and activities.

77. WRPC TRAN - 18 Agency 101 CTLE 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Professionals (e.g., special educators, school counselors, school psychologists and social workers, building level administrators, and secondary teachers) directly involved with the process at the secondary level.

Dates: 3/6/2025

This training will provide an overview of the various adult service agencies available in New York State (NYS) and the different types of services they provide. This training is meant to increase Educational Organizations (EOs) ability to assist students and families with appropriate, available referral options and processes. It is also intended to provide families with the knowledge necessary to work collaboratively with adult agencies. The course is considered completed when all requirements are met. (Watch Video training, Check for Understanding, Discussion Activities and attendance at one Discussion Forum Hangout.) Objectives: Participants will: Access and utilize materials and resources to aid in the promotion of self-determination throughout the postsecondary planning process. Discover various NYS agencies and community-based organizations (CBOs) and the different types of services they provide for individuals with disabilities. Identify the importance of building community partnerships and the steps involved in the process.

78. WRPC SET - 30 Creating the IEP: Focus on PLPs, Goals, and Progress Monitoring CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, related service providers, CPSE/CSE Chairpersons

Dates: 3/11/2025

This training focuses on developing PLPs and goals that align in the IEP. The training will include 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: March 11, 2025

Time of Event: 4:15 pm (start) to 6:15 pm (close)

Location: Erie 1 BOCES Education Campus

355 Harlem Road

Bldg. B Room B-1

West Seneca, NY

Items to bring: Participants will need a laptop or other device to access online activities and resources, as well as access to at least 1 IEP (hard copy or electronic)

Objectives: As a result of this training, participants will be able to: State why PLP information is critical. Connect skill needs to goals Write and analyze annual goals Connect PLP narratives to goals to progress monitoring Understand the purpose and importance of analyzing progress monitoring data Relate graphing progress to instructional decisions

79. WRPC LIT - 33 Explicit Instruction: An Evidence-Based Practice for Effective and Long-Term Learning CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: This training is most applicable for Special Education Teachers, General Education Teachers, Coaches, Instructional Support Staff, and Administrators.

Dates: 3/13/2025

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.

Objectives: As a result of this training, participants will be able to: instruction.

Understand the definition, supporting research, and benefits of explicit instruction. instruction.

Define and describe the five essential components and other common elements of explicit instruction. instruction.

Explore resources designed to support effective explicit instruction implementation.

80. WRPC BEH-23 Integrating Trauma-Sensitivity into a Positive Behavior Interventions and Supports Framework CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Educational Organizations, Administrators, Teachers, Special educational teachers, Support staff.

Dates: 3/18/2025

This workshop describes the ways in which a public health crisis, school crisis and/or types of civic unrest may be significant sources of stress and/or trauma for the students whom we support. Additionally, it explains the biological, cognitive, emotional, and behavioral effects of trauma on student development and the ways they in turn affect a student's academic and behavioral functioning in the classroom. The content explains how to use the data, systems, and practices components of a multi-tiered systems approach to behavior to provide differentiated evidence-based supports. The package allows Educational Organizations to explore and determine if their school-wide Tier 1 practices reflect a trauma-sensitive approach to responding to student behavior.

Participants will gain an understanding of what trauma is and how it affects learning. They will be able to apply several strategies to help build their school's trauma-sensitive support system.

Participants will learn how district and school leaders can incorporate trauma-sensitive practices within a Positive Behavioral Interventions and Supports (PBIS) framework which ensures that trauma practices can be integrated into a system that links these efforts to student outcomes.

Date of Event: March 18, 2025
Time of Event: 8:30am-3:00pm
Location: Erie 1 BOCES Education Campus, Room A-1
355 Harlem Road
West Seneca, NY 14224

81. WRPC SET - 31 Creating the IEP: Focus on PLPs, Goals, and Progress Monitoring CTLE # 32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, related service providers, CPSE/CSE Chairpersons

Dates: 3/18/2025

This training focuses on developing PLPs and goals that align in the IEP. The training will include 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: March 18, 2025

Time of Event: 4:15 pm (start) to 6:15 pm (close)

Location: Erie 1 BOCES Education Campus

355 Harlem Road

Bldg. B Room B-1

West Seneca, NY

Items to bring: Participants will need a laptop or other device to access online activities and resources, as well as access to at least 1 IEP (hard copy or electronic)

Objectives: As a result of this training, participants will be able to: State why PLP information is critical. Connect skill needs to goals Write and analyze annual goals Connect PLP narratives to goals to progress monitoring Understand the purpose and importance of analyzing progress monitoring data Relate graphing progress to instructional decisions

82. WRPC SET - 25 Creating the IEP: Focus on PLPs, Goals, and Progress Monitoring CTLE #32018

Program: Regional Partnership Center (RSE-TASC)

Audience: Special education teachers, related service providers, CPSE/CSE Chairpersons

Dates: 3/20/2025

This training focuses on developing PLPs and goals that align in the IEP. The training will include 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: March 20, 2025

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

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

Items to bring: Participants will need a laptop or other device to access online activities and resources, as well as access to at least 1 IEP (hard copy or electronic).

Objectives: As a result of this training, participants will be able to: State why PLP information is critical. Connect skill needs to goals Write and analyze annual goals Connect PLP narratives to goals to progress monitoring Understand the purpose and importance of analyzing progress monitoring data Relate graphing progress to instructional decisions

83. WRPC LIT - 21 Universal Screening: Best Practices in Screening for Academic Deficits CTLE #32018
Program: Regional Partnership Center (RSE-TASC)
Audience: Literacy specialists, Special Education teachers, General Education teachers, school psychologists, administrators, and other educators who may implement universal screening.
Dates: 3/20/2025

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

Date of Event: March 20 2025 ZOOM

Time of Event: 9:00 am (start) to 3:00 pm (close)

Location: ZOOM - The presenter will email access course code a few days prior to workshop.

Enrolled: 0/30
Wait: 0/0

84. WRPC SET - 32 Creating the IEP: Focus on PLPs, Goals, and Progress Monitoring CTLE # 32018
Program: Regional Partnership Center (RSE-TASC)
Audience: Special education teachers, related service providers, CPSE/CSE Chairpersons
Dates: 3/25/2025

This training focuses on developing PLPs and goals that align in the IEP. The training will include 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: March 25, 2025

Time of Event: 4:15 pm (start) to 6:15 pm (close)

Location: Erie 1 BOCES Education Campus

355 Harlem Road

Bldg. B Room B-1

West Seneca, NY

Items to bring: Participants will need a laptop or other device to access online activities and resources, as well as access to at least 1 IEP (hard copy or electronic)

Objectives: As a result of this training, participants will be able to: State why PLP information is critical. Connect skill needs to goals Write and analyze annual goals Connect PLP narratives to goals to progress monitoring Understand the purpose and importance of analyzing progress monitoring data Relate graphing progress to instructional decisions

Enrolled: 4/30
Wait: 0/0

85. WRPC LIT - 09 Phonics and Word Recognition: Establishing the Foundations for Reading Success CTLE # 32018
Program: Regional Partnership Center (RSE-TASC)
Audience: Special education teachers, general education teachers, literacy/reading instructors, administrators
Dates: 3/26/2025

The purpose of this training is to help participants gain a greater understanding of the Science of Reading; specifically, what phonics and word recognition is and how crucial this skill set 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 phonics and word recognition. The training will also provide context for the importance of using assessments to improve the effectiveness of phonics 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: March 26, 2025

Time of Event: 9:00 am (start) to 3:00 pm (close)

Location: Erie 1 BOCES Education Campus

355 Harlem Road

Bldg. A Room A-1

West Seneca, NY 14224

Items to bring: A laptop or tablet. Writing utensils. Participants are encouraged to listen to Sold a Story, a podcast from American Public Media, background

Prerequisite: Participants should have completed: Foundations of Effective Reading Instruction: Understanding the Science of Reading and Phonological Awareness: Establishing Foundations for Reading Success.

Objectives: Participants will be able to: Describe the legal and ethical importance of providing scientific research-based instruction in phonics and word recognition. Define phonics and word recognition and describe why they are important to overall reading development. Explain when and how to teach phonics and word recognition according to our current knowledge of the science of reading. Identify ways in which classroom assessments can be used to improve phonics and word recognition instruction and student outcomes. Describe ways in which students with diverse backgrounds and learning needs can be provided with individualized phonics and word recognition support.

Enrolled: 0/25
Wait: 0/0

86. WRPC SET - 27 Guidance on Participation in the NYS Alternate Assessment CTLE #32018
Program: Regional Partnership Center (RSE-TASC)
Audience: Special Education Teachers, General Education Teachers, Building Principals, Special Education Administrators, Committee on Special Education (CSE) Chairpersons, Aides, Parents/Families
Dates: 4/3/2025

Under the Every Student Succeeds Act (ESSA), the federal government has identified that participation in the alternate assessment cannot exceed 1.0% of all tested students in a given subject. This training provides information and decision-making tools when considering student participation in the NYSAA.

Date of Event: April 3, 2025 (ZOOM)

Time of Event: 1:00 pm (start) to 3:00 pm (close)

Location: ZOOM - Presenter will send via email access code to participants a few days prior to the training.

Objectives: As a result of participating in this training, participants will: Receive appropriate guidance on who should be participating in the NYSAA consistent with New York State's guidelines. Define students with the most significant disabilities. Identify parent conversation points regarding the impact of participation in the NYSAA and review parent notification requirements.

Enrolled: 0/30
Wait: 0/0

87. WRPC TRAN - 20 Developing an Effective Student Exit Summary CTLE 32018
Program: Regional Partnership Center (RSE-TASC)
Audience: General and special education teachers and administrators, school counselors, transition coordinators, agency staff, as well as students and families
Dates: 4/4/2025 to 4/11/2025

Student Exit Summaries are required by law to be provided for every transition-age student who is exiting from school. The Student Exit Summary is designed to assist students with disabilities to better understand the impact of his/her disability and articulate individual strengths and needs as well as supports that would be helpful in post-school life. The Student Exit Summary can also assist students with disabilities in establishing eligibility for reasonable accommodations and supports in postsecondary education settings, the workplace, and the community and to aid the student in accessing adult services as appropriate. 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. Objectives: Analyze the importance of students' self-determination skills in making the Student Exit Summary a meaningful and relevant document. Learn the federal and state requirements for the Student Exit Summary. Recognize and identify the required components of the Student Exit Summary. Identify a process for the development and issuance of the Student Exit Summary that is student- centered.

Enrolled: 1/30
Wait: 0/0

88. WRPC LIT - 10 Explicit Vocabulary Instruction CTLE #32018
Program: Regional Partnership Center (RSE-TASC)
Audience: Literacy Specialists, Special Education Teachers, and General Education Teachers
Dates: 4/8/2025

Research tells us that a student's breadth and depth of vocabulary is strongly linked to successful academic outcomes. This course focuses on using the evidence-based practice of explicit instruction to teach vocabulary. Please bring a resource for identifying vocabulary words for an upcoming lesson (such as a book, passage, etc.) to our in-person training.

Date of Event: April 8, 2025

Time of Event: 9:00 am (start) to 3:00 pm (close)

Location: Erie 1 BOCES Education Campus

355 Harlem Road

Bldg. A Room A-2

West Seneca, NY 14224

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

Objectives: Participants will be able to explain the importance of robust vocabulary instruction for students in the elementary grades.  understand how explicit instruction can be applied to vocabulary instruction.  describe key features of vocabulary instruction and identify ways to incorporate vocabulary instruction into different parts of the school day.  

Enrolled: 1/15
Wait: 0/0

89. WRPC BEH-24 Introduction to the Behavior Pathway CTLE #32018
Program: Regional Partnership Center (RSE-TASC)
Audience: General and Special Education teachers, paraprofessionals, and parents
Dates: 4/9/2025

Participants will learn each of the components of the Behavior Pathway in order to guide thinking that leads to the understanding of the function of behavior to promote desired behavior.

Date of Event: April 9, 2025

Time of Event: 8:30am (start) to 11:30am (close)

Location: Orleans-Niagara BOCES Conference Center

4124 Saunders Settlement Road, Room 3

Sanborn, NY 14132

Objectives: Participants will be able to apply the Behavior Pathway to promote positive desired behavior.

Please note that the follow-up training, Using the Competing Behavior Pathway to Identify Interventions, will also be offered at the same site from 12:00-3:00pm on this day. Registering for both is encouraged!

Enrolled: 1/30
Wait: 0/10

90. WRPC BEH-25 Using the Competing Behavior Pathway to Identify Interventions CTLE #32018
Program: Regional Partnership Center (RSE-TASC)
Audience: District and School level teams, General and Special Education teachers, paraprofessionals, and parents.
Dates: 4/9/2025

Participants will learn each of the components of the Competing Behavior Pathway in order to guide thinking that leads to the understanding of the function of behavior to promote desired behavior. Date of Event: April 9, 2025

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

Location: Orleans-Niagara BOCES Conference Center

4124 Saunders Settlement Road, Room 3

Sanborn, NY 14132

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

* Promote positive desired behavior

* Increase student academic outcomes

* Support students in the least restrictive environment

Pre-requisite: Introduction to the Behavior Pathway (please note that this will be offered at the same day and place, 8:30am-11:30am)

Enrolled: 1/25
Wait: 0/5

91. WRPC CRE - 10 Dimensions of Equity CTLE 32018
Program: Regional Partnership Center (RSE-TASC)
Audience: Special Education Teachers, General Education Teachers, Pupil Support Personnel, School Leadership, District Leadership and Administration, Directors of Special Education
Dates: 4/9/2025

This training is organized into 3 parts:

Section 1: Grounding in around Equity & Culture as well as the NYSED Culturally Responsive Sustaining Education Framework (CRSE) which informs our work as Culturally Responsive Practitioners.

Section 2: Participants will explore concepts of Equity in their organization's policies and procedures through unpacking Zaretta Hammond's Dimensions of Equity Tool

Section 3: Review a case study of Socio-Cultural Awareness which is an understanding of the role culture plays in educational processes & systems.

Objectives:

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.

Administrators and leadership will understand the importance of equity, culture, and socio-cultural awareness in terms of educator development and support. Administrators and EO leadership will consider the role of setting goals around CRSE practices and mindsets.

Enrolled: 0/30
Wait: 0/0

92. WRPC LIT - 22 Best Practices in Academic Progress Monitoring CTLE #32018
Program: Regional Partnership Center (RSE-TASC)
Audience: General Education Teachers, Special Education Teachers, Administrators, Literacy Specialists and School Psychologists.
Dates: 4/10/2025

he purpose of this workshop 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. The training is most applicable to those who will be engaging directly in the progress monitoring process with students, such as General Education Teachers, Special Education Teachers, Administrators, Literacy Specialists and School Psychologists.

Date of Event: April 10, 2025

Time of Event: 9:00 am (start) to 3:00 pm (close)

Location: ZOOM - The presenter will email access course code a few days prior to the workshop.

Items to bring: Access to internet and a laptop

Objectives: As a result of this training, participants will be able to: Describe the purpose of progress monitoring. Define progress monitoring. Identify the steps for implementing progress monitoring at the individual student level.

Enrolled: 0/30
Wait: 0/0

93. WRPC BEH-26 Function Based Thinking CTLE # 32018
Program: Regional Partnership Center (RSE-TASC)
Audience: District and School level teams, General and Special Education teachers, paraprofessionals, and parents.
Dates: 4/17/2025

This PD will help participants use a function-based thinking process to address challenging behaviors at the preschool level. Function-based thinking involves defining problem behaviors and selecting interventions that match the function of the behavior.

*Note: This PD is NOT for a functional behavioral assessment (FBA), though the same principles apply. Function-based thinking can be used by teachers to determine meaningful supports to use within their classrooms.

Date of Event: April 17, 2024

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

Location: Erie 2 Chautauqua Cattaraugus BOCES Hewes Education Center
2615 North Maple Street (Rt 349), Large Group Room
Ashville, NY 14170

Objectives: Participants will:
* Describe challenging behaviors.
* Understand the behavior pathway and use it to determine the function of behaviors.
* Understand and engage with the function-based thinking process to prevent or extinguish unwanted behaviors.

Prerequisite: Introduction to the Behavior Pathway

Enrolled: 0/30
Wait: 0/5

94. WRPC LIT - 35 Phonological Awareness CTLE # 32018
Program: Regional Partnership Center (RSE-TASC)
Audience: Special education teachers, general education teachers, literacy/reading instructors, administrators
Dates: 5/1/2025

Prerequisite: Participants should have completed Foundations of Effective Reading Instruction: Understanding the Science of Reading. Description: 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.

Objectives: As a result of this training, 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.

Items to bring: A laptop or tablet. Writing utensils. Open hearts and minds!

Enrolled: 1/30
Wait: 0/0

95. WRPC LIT - 23 Universal Screening: Best Practices in Screening for Academic Deficits CTLE #32018
Program: Regional Partnership Center (RSE-TASC)
Audience: Literacy specialists, Special Education teachers, General Education teachers, school psychologists, administrators, and other educators who may implement universal screening.
Dates: 5/7/2025 to 5/21/2025

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

Dates of Event: May 7, 2025 (start) to May 21, 2025 (close)

Location: Schoology - The presenter will email access course code a few days prior to training.

Items to bring: Access to internet and a laptop or other device.

Objectives: As a result of this training, participants will be able to: As a result of this training, 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

Enrolled: 0/30
Wait: 0/0

96. WRPC TRAN - 21 Diploma and Credential Options for Students with Disabilities CTLE 32018
Program: Regional Partnership Center (RSE-TASC)
Audience: General and special education administrators, special education teachers, school counselors, school psychologists and other related service providers, and families.
Dates: 5/7/2025

To earn a NYS diploma, students must meet credit and exam requirements. These requirements are separate and distinct and do not have to happen simultaneously. This training provides an overview of the diploma and credential options that are available to New York State (NYS) students. Objectives: Participants will recognize and identify: The definition of self-determination and its relation to determining individualized diploma and credential options The credit requirements for graduation in NYS The Multiple Pathways to Graduation 4 + 1 Option requirements for all students The appeal eligibility criteria for all students The safety net options for students with disabilities The exiting credentials available in NYS and the requirements for each

Enrolled: 0/30
Wait: 0/0

97. WRPC BEH-27 Introduction to the Behavior Pathway CTLE #32018
Program: Regional Partnership Center (RSE-TASC)
Audience: General and Special Education teachers, paraprofessionals, and parents
Dates: 5/8/2025

Participants will learn each of the components of the Behavior Pathway in order to guide thinking that leads to the understanding of the function of behavior to promote desired behavior.

Date of Event: May 8, 2025 (ZOOM)

Time of Event: 8:30am (start) to 11:30am (close)

Location: Zoom - Participants will receive an email with the Zoom link by the presenter a few days prior to the workshop.

Items to bring: Access to internet and a device

Objectives: Participants will be able to apply the Behavior Pathway to promote positive desired behavior.

Please note that the follow-up training, Using the Competing Behavior Pathway to Identify Interventions, will also be offered via Zoom from 12:30-3:30pm on this day. Registering for both is encouraged!

Enrolled: 1/30
Wait: 0/10

98. WRPC LIT - 11 Identifying & Intensifying Interventions
Program: Regional Partnership Center (RSE-TASC)
Audience: Literacy Specialists; Special Education Teachers; General Education Teachers; School Psychologists; Principals 
Dates: 5/8/2025

This synchronous professional development course offers a deeper understanding on how to identify and intensify interventions. Interventions assist students with severe and persistent learning, including students with disabilities. It is a process, not a specific program or product. The process is driven by data, characterized by increased intensity and individualization, and considers the academic needs of a student.

Date of Event: May 8, 2025 (Zoom)

Time of Event: 9:00 am (start) to 3:00 pm (close)

Items to bring: Access to internet and a device

Objectives: Participants will identify and differentiate between skill-based, fluency-based, and performance-based interventions   identify when each of these approaches is appropriate, given the nature of the observed problem learn how to titrate the intensity of intervention to the learner as a response to instruction 

Enrolled: 0/15
Wait: 0/0

99. WRPC TRAN - 22 Developing an Effective Student Exit Summary CTLE 32018
Program: Regional Partnership Center (RSE-TASC)
Audience: General and special education teachers and administrators, school counselors, transition coordinators, agency staff, as well as students and families
Dates: 5/8/2025

Description:

Student Exit Summaries are required by law to be provided for every transition-age student who is exiting from school. The Student Exit Summary is designed to assist students with disabilities to better understand the impact of his/her disability and articulate individual strengths and needs as well as supports that would be helpful in post-school life. The Student Exit Summary can also assist students with disabilities in establishing eligibility for reasonable accommodations and supports in postsecondary education settings, the workplace, and the community and to aid the student in accessing adult services as appropriate. 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.

Objectives:

Analyze the importance of students' self-determination skills in making the Student Exit Summary a meaningful and relevant document.

Learn the federal and state requirements for the Student Exit Summary.

Recognize and identify the required components of the Student Exit Summary.

Identify a process for the development and issuance of the Student Exit Summary that is student- centered.

Enrolled: 1/30
Wait: 0/0

100. WRPC BEH-28 Using the Competing Behavior Pathway to Identify Interventions CTLE #32018
Program: Regional Partnership Center (RSE-TASC)
Audience: District and School level teams, General and Special Education teachers, paraprofessionals, and parents.
Dates: 5/8/2025

Participants will learn each of the components of the Competing Behavior Pathway in order to guide thinking that leads to the understanding of the function of behavior to promote desired behavior. Date of Event: May 8, 2025

Time of Event: 12:30 pm (start) to 3:30 pm (close), with optional Q&A from 3:30pm-4:00pm

Location: Virtual, via ZOom

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

* Promote positive desired behavior

* Increase student academic outcomes

* Support students in the least restrictive environment

Pre-requisite: Introduction to the Behavior Pathway

Enrolled: 1/25
Wait: 0/5

101. WRPC SET - 14 CPSE/CSE Chairperson Training Day 1 CTLE # 32018
Program: Regional Partnership Center (RSE-TASC)
Audience: CPSE/CSE Chairpersons, Psychologists, Directors of Special Education, Special Education Teachers, Building Administrators
Dates: 5/13/2025

Whether you are new to your role as a chairperson or experienced and interested in reviewing your current practices, this is an opportunity to network with other directors of special education, administrators, school psychologists, special education teachers, and chairpersons as you participate in a series of modules that provide CSE and CPSE chairpersons with compliant guidance and best practices in the CSE and CPSE process.

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

Date of Event: May 13, 2025

Time of Event: 8:30 am to 3:00 pm

Location: Erie 1 BOCES Educational Campus

355 Harlem Road

Bldg. A Room A-1

West Seneca, NY 14224

Items to bring: Laptop or other device to access course links

Prerequisites: A temporary Schoology account will be set up for you through Erie 1 Technology Services. Login information and Access Codes will be emailed by the presenter a few days before workshop.

Objectives: As a result of this training, participants will be able to: Understand the special education process as delineated in New York State Education Law and Regulations; Identify specific responsibilities as Chairperson of the Committee; Develop procedures that encourage parental involvement and culturally responsive practices that cultivate home-school partnerships; and Pinpoint strategies for the Committee to make high quality decisions that result in an individualized education program (IEP) that meets State requirements and provides educational benefit to the student.

Enrolled: 0/30
Wait: 0/0

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