48316 SPED_ NYS Diploma and Credential Options for Students with Disabilities

Course Description: This workshop will focus on the Multiple Pathways to Graduation as delineated in NYSED law and regulations.  Participants will learn about Appeals and Safety Net options available to support graduation for students with disabilities.  Additional learning will surround the requirements for the Skills and Achievement Commencement Credential and the Career Development and Occupational Studies (CDOS) Commencement Credential.  Any changes and updates to the NYS Diploma and Credential options due to COVID-19 impacts.  Hands-on activities will be provided and participation is mandatory in order to receive PD hours.  PARTICIPANTS ARE REQUIRED TO ATTEND THE ENTIRE SESSION VIA COMPUTER WITH THEIR CAMERAS ON AND PARTICIPATE IN ALL ACTIVITIES 

Target Audience:  SPED Staff

PLI/CTLE Hours: 2.5

Date: 7/18/23 1 pm-3:30 pm

Time:  

48296 SPED_22-23 Really Great Reading Cohort Advanced Refresher Training

Course Description: This course is for teachers (from schools 2, 7, 8, 16, 39 and 42) who have previously taught foundational reading skills for students with disabilities utilizing the Really Great Reading Programs: Blast and/or HD Word. The training is provided to solidify the skills learned in the virtual implementation training courses 1 through 5 and to set teachers up for success for implementation in the 23-24 school year. Course descriptions: In this session, we will debrief on the initial months of your implementation of Blast and HD Word, which are designed based on the Science of Reading. We will review structures and routines and practice these routines with partners in breakout rooms, walk through the typical unit structures and take a deep dive into the reading playgrounds to explore the data they provide for instructional decision-making. Participants will walk away with a stronger foundation to implement the programs with fidelity, which in turn will increase student engagement and ultimately develop accurate and automatic decoders. Participants must have their cameras on, be visible in the camera, and participate in order to receive credit for attending this session. 

Target Audience:  This course is for teachers (from schools 2, 7, 8, 16, 39 and 42) who have previously taught foundational reading skills for students with disabilities utilizing the Really Great Reading Programs 

PLI/CTLE Hours: 

Date: 6/26/23

Time:  9 am-11 am

48349 SPED_ADOS-2 Collegial circle

Course Description: Psychologists participating in this collegial circle MUST HAVE already participated in preliminary training involved with the use of the ADOS-2 (Autism Diagnosis Observation Schedule-2nd edition).  The purpose of this collegial circle is to continue the training through discussion and collegiality.  Participants will review all materials provided ahead of time and be prepared to actively participate in discussions surrounding the use of the ADOS-2 with preschool and school-aged students.  Allowing for time for this discussion will ensure standardization of evaluation and report writing using this tool amongst different evaluators within the RCSD.  Additionally, the psychologists will have a chance to interact with the testing materials and practice administration of this complicated instrument.  This PLE will be in person, which allows for active participation, direct dialog, and for each psychologist to take an active role in this collegial circle through discussion and the development of standardized procedures with this instrument.  This PLE is only open to the psychologists who have already participated in the preliminary ADOS 2 training.   Attendance is mandatory for all sessions to receive credit. 

Target Audience: Psychologists participating in this collegial circle MUST HAVE already participated in preliminary training involved with the use of the ADOS-2 (Autism Diagnosis Observation Schedule-2nd edition)

PLI/CTLE Hours: 10

Date: 6/28/23-7/20/23

Time:  9 am-11:30 am

48327 SPED_Co-Teaching ... Building your Relationship while Utilizing the Models Effectively in Your Classroom K-6

Course Description: In this professional learning, ICOT Teams will further their learning and understanding of parity, relationships and effective use of the co-teaching models. ICOT teams will be participating in partner building activities, self­assessing their current practices and exploring the effective use of Marilyn Friend's research-based models to enhance their co-teaching practices. Research and resources used in this session are from Marilyn Friend, Julie Causton, and Chelsea P. Tracy-Bronson. Teachers will participate in direct instruction, partner and small group learning through a variety of engagement strategies including turn and talk, self-assessment, gallery walk, and technology integration tools. Time for application of new learning will be provided in the afternoon. All Participants must attend the full day session to receive full credit. 

Target Audience:  ICOT Teams K-6

PLI/CTLE Hours: 6

Date: 8/29/23

Time: 8 am-3 pm

48255 SPED_Bilingual Evaluations of ELL students

Course Description: Become familiar and understand the different stages of second language acquisition in order to determine language dominance and best practices for assessing English language learners. Participants will review and discuss current data and research on second language acquisition and how it relates to academic performance.   Research based materials:  Teaching Dual Language Learners: What Early Childhood Educators Need to Know 1st Edition by Dr. Lisa Lopez and Dr. Mariela Paez Assessment of English Language Learners: Evidence Based Evaluation and Best Practice by Dr. Samuel Ortiz New York State Identification Test for English Language Learners: Guide to the NYSITELL    Participants will review excerpts provided and participate in small group discussions in order to become familiar with current research and best practices when working with English language learners. Attendance required for 2 hours. 

Target Audience: School Pyschologists

PLI/CTLE Hours: 2

Date: 8/14/23

Time:  3 pm-5 pm

48317 SPED_Comprehensive Literacy Instruction for All Book Reviews, Strategies, and Plans for Implementation, Part 2

Course Description: The mission of teaching and the RCSD is to provide highly effective literacy instruction for all students regardless of the severity of their disabilities. Teachers who work with students who have significant and complex needs require a support network of other teachers, service providers and families. This collegial circle will review, build on, and continue the work the Special Education Department has done to support literacy over the last several years. This professional learning opportunity directly addresses application of the strategies and practices needed to address student literacy needs.

Current research and best practices as evidenced in the book Comprehensive Literacy for All (Koppenhaver & Erickson, 2020), will be the basis of the discussions around our students' complex needs in the area of literacy instruction. This PD is part 2 of two PLE and will cover chapters 7-12 of the book Comprehensive Literacy for All (Koppenhaver & Erickson, 2020). 

Target Audience:  SPED Staff

PLI/CTLE Hours: 18

Date: 7/31/23-8/28/23

Time: 3:30 pm-5:30 pm

48331 SPED_Co-Teaching... Building your Relationship while Utilizing the Models Effectively in Your Classroom Grades 7-12

Course Description: In this professional learning, ICOT Teams will further their learning and understanding of parity, relationships and effective use of the co-teaching models. ICOT teams will  be participating in partner building activities, self-assessing their current practices, exploring creative ways to plan and delving into the effective use of Marilyn Friend’s research-based models to enhance their co-teaching practices.  Research and resources used in this session are from Marilyn Friend, Julie Causton, and Chelsea P. Tracy-Bronson.  Teachers will participate in direct instruction, partner and small group learning through a variety of engagement strategies including turn and talk, self-assessment,  gallery walk, and technology integration tools.  Time for application of new learning will be provided in the afternoon. All Participants must attend the full day session to receive full credit 

Target Audience: ICOT Teams 7-12

PLI/CTLE Hours: 6

Date: 8/30/23

Time:  8 am-3 pm

48329 SPED_Foundations of Effective Reading Instruction: Understanding the Science of Reading

Course Description: The science of reading is a body of research that incorporates insights and research from disciplines that include developmental psychology, educational psychology, cognitive science, and cognitive neuroscience. The science of reading has been documented around the world, in all languages and cultures, in studies that cost hundreds of millions of dollars. In short, the science of reading has demonstrated the methods that best help children learn to read, from the earliest steps in spoken language to be able to successfully decode unfamiliar words.

This training aims to provide participants with an overview of what the Science of Reading has determined to be the foundational skills needed to become a proficient reader.  Participants will explore current instructional practices in reading and the impact it has on reading proficiency. This PD will be a hybrid model, blending an online platform (Padlet) and zoom meetings. Individuals need to register for only one section of the course.  Two weeks prior to the section date, individuals will receive a link to 5 hours’ worth of modules that they will complete at their own pace.  Individuals are expected to complete the 5-hour module prior to attending their specific 1-hour section date. 

Target Audience:  SPED Staff, Literacy Teachers

PLI/CTLE Hours: 6

Dates/Times: 7/25/23 9 am-2 pm or 8/25/23 9 am-2 pm

48304 SPED_Comprehensive Literacy Instruction for All Book Reviews, Strategies, and Plans of Implementation, Part 1

Course Description: The mission of teaching and the RCSD is to provide highly effective literacy instruction for all students regardless of the severity of their disabilities.  Teachers who work with students who have significant and complex needs require a support network of other teachers, service providers, and families.  This collegial circle will review, build n, and continue the work the Special Education Department has done to support literacy over the last several years.  This professional learning opportunity directly addresses the application of the strategies and practices needed to address student literacy needs. Participants must attend all sessions to receive full credit.

Current research and best practices as evidenced in the book, Comprehensive Literacy for All, (Erickson & Koppenhaver, 2020), will be the basis of the discussions around our students' complex needs in the area of literacy instruction.  This PD will cover chapters 1-6, with chapters 7-12 covered in Part 2. 

Target Audience:  SPED Staff

PLI/CTLE Hours: 18

Date: 6/26/23-7/26/23

Time:  3:30 pm-5:30 pm

48333 SPED_High Leverage Practices in Special Education School-Based Professional Learning

Course Description: The following series of professional learning will occur on two separate dates over the 2023 summer and will focus on The Council for Exceptional Children Research Synthesis High Leverage Practices (HLP) in Special Education.  This research synthesis was developed as the increase in demand for highly qualified special education teachers with evolving roles and complexity of student needs was noted by employer and teacher preparation programs.   The HLPs explored in this research synthesis are practices that are essential to promoting improved outcomes for students with disabilities. For example, systematically designing instruction toward a specific learning goal, using explicit instruction, and teaching students how to maintain and generalize new learning across time and settings.  Participants will work within a Jig Saw approach in groups within breakout rooms to synthesize and summarize the High Leverage Practices and present to the group for further discussion. Participants will also apply and reflect on what current practices they are currently already using from the four main areas ( collaboration, assessments, social/emotional/behavioral, and instruction) and will share out on how these practices have improved student achievement. Participants will also reflect on what 2 practices they will implement in their classrooms moving forward. The outcome of this professional learning with be increased expectations and accountability for the achievement of students with disabilities K-12. Paticipants will be reguired to either pick up the text during the month of June at 15 Costar Street, The Department of Special Education or opt to have the text sent electronically to their district email. 

Target Audience:  SPED Staff

PLI/CTLE Hours: 6

Dates/Times: 7/14/23- 7/28/23 2 pm -5 pm

48345 SPED_Function-Based Thinking

Course Description: This training provides an overview of understanding challenging behaviors, the behavior pathway, and the function-based thinking process.  Function-based thinking is a Tier 1 support that can be used for all students and encourages staff to use the behavior pathway to determine the function of the behavior in order to identify practices to support the function of the student's behavior.  Research-based material includes Function-Based Thinking: A Systematic Way of Thinking about Function and its Role in Changing Student Behavior Problems, Hershfeldt, et al, 2010.  Engagement strategies include turn and talk activities and I do, We do, You do with graphic organizers as table partners work in groups through a provided scenario. 

Target Audience:  SPED Staff

PLI/CTLE Hours: 3

Date: 7/31/23

Time: 9:00 am -12:00 pm

48257 SPED_Lost at School by Ross Greene: a collegial book study

Course Description: This PLE will be a collegial book study using Lost in School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them by Dr. Ross Green.  Participants will be expected to purchase their own copy of the book for this PLE.   During the collegial learning circle, participants will be broken into groups and each group will lead a discussion on specific parts of the book.  Discussion questions will be submitted and notes will be taken on the discussion.  At the end of the book study, these notes will be combined into a study guide that will be published on the school psychology google drive for use by the entire department.  Focus will be not only on gaining good insight on how psychologists can change their practice in general but also on specific things that are specific to RCSD that can be helpful to the whole department as well.   Participants must attend all sessions in the series in order to receive full credit. 

Target Audience:  School Psychologists

PLI/CTLE Hours: 10

Dates/Times: 6/29/23-8/3/23 1:00 pm - 3:30 pm

48323 SPED_Let's Unpack the Procedural Safeguards Notice

Course Description: Participants will learn and about the Procedural Safeguard Notice that outlines parents and student’s rights under Federal and State Laws to be informed about and involved in the special education process and to ensure that students receive a free appropriate public education. (FAPE).  This course will use the Procedural Safe Guard Notice from the New York State Education Department Office of Special Education.  We will use a virtual platform with opportunities to engage in breakout rooms for a Jigsaw method/approach to engage learners in their learning.  Participants must attend all 3 hours to get full Professional Development credit. Cameras are to remain on unless participants require an unplanned break. 

Target Audience:  SPED Staff

PLI/CTLE Hours: 3

Date: 7/7/23

Time: 2:00 pm - 5:00 pm

48328SPED_Paraprofessionals Role in Supporting Students in a Special Class

Course Description: In this professional learning, paraprofessionals will explore the various ways they can support student growth a self contained classroom. Time will be spent unpacking the many ways assistance can be accessed as vital members of the classroom environment. Research-based strategies from Marilyn Friend, Julie Causton and Chelsea P. Tracy-Bronson will be utilized. Paraprofessionals will unpack their potential roles and the support they can provide in small groups, participate in a mini-lesson whole group, problem solve via role playing possible scenarios. All Participants must attend the two hour session to receive full credit. 

Target Audience:  SPED Staff

PLI/CTLE Hours: 2

Dates/Times: 8/15/23 1:00 pm - 3:00 pm

48324 SPED_New Teachers ... Co-Teaching Basic

Course Description: In this professional learning, new ICOT teachers will learn the basics of Co-Teaching: building a relationship with your co-teaching partner, assuring parity, and an overview of the co-teaching models. New teachers will be participating in a variety of interactive activities exploring ways to build a co-teaching "marriage", how to assure parity occurs in your room, developing a consistent and united approach to management and instruction and exploring each of Marilyn Friend's co-teaching models as service delivery models in an ICOT classroom. Research and resources used in this session are from Marilyn Friend, Julie Causton, and Chelsea P. Tracy­Bronson. Teachers will participate in direct instruction, partner and small group learning through a variety of engagement strategies including turn and talk, self-assessment, gallery walk, and technology integration tools. All Participants must attend the full session to receive full credit. 

Target Audience:  SPED Staff

PLI/CTLE Hours: 4

Date: 8/21/23

Time: 9:00 am - 1:00 pm

48256 SPED_School Psychology Report Writing and Evaluation

Course Description: This professional learning is being offered as a forum for psychologists to discus best practices in report writing and evaluations. This course will focus extensively on what should be included in the three distinct reports written within the RCSD, how to address scattered scores and misaligned information within the evaluation process, how to plan for an evaluation that will include all necessary components without overtesting, and how to write a comprehensive report that will meet the needs of CSE and other stakeholders. This interacive professional learning experience result in development of shared resources to be shared with the department. 

Target Audience:  School Psychologists

PLI/CTLE Hours: 4

Dates/Times: 7/13/23 - 7/20/23 4:00 pm - 6:00 pm

48315 SPED_Providing Grade-Level Content in an ASD Special Class

Course Description: The purpose of this training is to provide teachers with the opportunity to workshop grade-level content through differentiation and scaffolding. Participants will be provided with modeled lessons, guided through the planning process, work collaboratively with other teachers, and finally have the opportunity to create lessons of their own.

Participants will be guided through the process of pulling out key vocabulary and skills needed for a grade-level unit, and they will be shown how to scaffold those skills. Participants will then participate in guided practice with the instructor, go into break out rooms with colleagues at their grade level, and finally complete a differentiated unit plan on their own.

The research materials I plan on using with participants include explicit instruction, Bloom’s taxonomy, think-pair-share opportunities, and other high leverage practices. When participants bring these strategies back to their own students, they will utilize scaffolding, activate various multiple intelligences, and model using explicit instruction.

Participants can only attend ONE session which will be offered on 7/10/23 and 8/21/23. 

Target Audience:  SPED Staff

PLI/CTLE Hours: 3

Date: 7/10/23- 8/28/23

Time: 10:00 am - 1:00 pm

48305 SPED_Therapeutic Crisis Intervention-Summer 2023

Course Description: As an indirect service to students, staff will deliver Therapeutic Crisis Intervention for Schools (TCIS), an evidence-based program to RCSD teachers, teaching assistants, paraprofessionals, and administrators.  This course is designed to teach stakeholder de-escalation strategies to support students who are experiencing social-emotional difficulties.  Participants will engage in the evidence-based curriculum of Therapeutic Crisis Intervention for Schools.  Participants will be provided with small group activities, engage in role-playing, and watch videos that solidify the tenets of TCIS. All participants will pass a course examination vetted by Cornell University  Participants need to attend all sessions and participate in all activities to be eligible for the the professional development hours, which will be 21 hours. 

Target Audience:  SPED Staff

PLI/CTLE Hours: 21

Dates/Times: 7/10/23 - 7/24/23 8:00 am - 4:00 pm

48326 SPED_The Best Practices in Progress Monitoring: Effective Assessment for Improving

Course Description:Two separate offerings of the same course- once in July and once in August. The Best Practices in Progress Monitoring: Effective Assessment for Improving Individual Student Outcomes is designed to provide participants with a better understanding of the fundamentals and implementation of Progress Monitoring. Participants will define progress monitoring, learn how to implement, and track progress of students. Particpants will engage through interactive modules, read and respond and video excerpts. Research based materials in progress monitoring implementation steps are included throughout the training. This training requires participants to independently view and interact with 10 online modules and participate in a live 1 hour Zoom follow-up session to collaborate about the content. Participants must complete all modules and attend the live follow-up session via zoom to receive CTLE credit for the training. 

Target Audience:  SPED Staff

PLI/CTLE Hours: 4

Date: 7/13/23 or 8/28/23

Time: 9:00 am - 1:00 pm

48346 SPED_Transition in the IEP and Transition Assessments for Middle Schools

Course Description: This training will provide participants with information on gathering and incorporating transition information into the Individualized Education Program (IEP). Participants will learn about and understand transition services and the practice of implementation as delineated by NYS Education Law and Regulations; capture and implement these practices into a clearly articulated process; develop practices that support appropriately developed IEPs; and increase the successful transition of youth with disabilities in New York State. Participants will also learn how to document transition planning and services within the IEP. Participants will learn about the use of transition assessments to assist decision-making in regard to instructional programming, annual goals, the development of measurable post-secondary goals, and related transition services. Direct instructions and small group Hands-on activities will be provided, and participation is mandatory in order to receive PD hours. PARTICIPANTS ARE REQUIRED TO ATTEND THE ENTIRE SESSION VIA COMPUTER WITH THEIR CAMERAS ON AND PARTICIPATE IN ALL ACTIVITIES. 

Target Audience:  SPED Staff

PLI/CTLE Hours: 3

Dates/Times: 7/19/23  9:00 am -12:00 pm  or  8/15/23 12:30 am - 3:30 pm

48339 SPED_Transition in the IEP and Transition Assessments

Course Description: This training will provide participants with information on gathering and incorporating transition information into the Individualized Education Program (IEP). Participants will learn about and understand transition services and the practice of implementation as delineated by NYS Education Law and Regulations; capture and implement these practices into a clearly articulated process; develop practices that support appropriately developed IEPs; and increase the successful transition of youth with disabilities in New York State. Participants will also learn how to document transition planning and services within the IEP. Participants will learn about the use of transition assessments to assist decision making in regards to instructional programming, annual goals, the development of measurable post-secondary goals and related transition services. Hands-on activities will be provided and participation is mandatory in order to receive PD hours. PARTICIPANTS ARE REQUIRED TO ATTEND THE ENTIRE SESSION VIA COMPUTER WITH THEIR CAMERA ON AND PARTICIPATE IN ALL ACTIVITIES. 

Target Audience:  SPED Staff

PLI/CTLE Hours: 3

Date: 7/18/23 or 8/15/23

Time: 9:00 am - 12:00 pm

48344 SPED_Using the FBA and BIP Process to Support Students Needing Intensive Intervention (2-day series plus Day 3 Tech Asst)

Course Description: Throughout this three-day in-person series, participants will build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway).  They will 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 and develop the skills necessary to monitor and evaluate the implementation and effectiveness of the student's BIP.  Participants MUST attend both days.  Day 3 will be an optional technical assistance day (half-day) for participants to receive support and apply learning from the two previous days to their current FBAs and BIPs. Attendance for Day 1 & Day 2 is required in order to attend Day 3 for support.  Research-based material includes the Regulations of the Commissioner of Education Part 200-Students with Disabilities and Part 201-Procedural Safeguards for Students with Disabilities Subject to Discipline.  Engagement strategies include 'turn and talk' activities and 'I do, We do, You do' with graphic organizers as table partners work in groups through a provided scenario.

Target Audience:  SPED Staff

PLI/CTLE Hours: 14

Date/Time: 7/19/23 or 7/26/23  9:00 am-3:00 pm or 8/8/23 9:00 am - 12:00 pm