The Queens Regional Partnership Center (QN RPC) is one of five borough based special education support centers. The Queens RPC is made possible by a contract with the New York State Education Department's (NYSED) Office of Special Education (OSE). The NYC RPCs are part of a larger network of RPCs throughout New York State, and are trained and provided with resources and materials from content specific Technical Assistance Partnerships (TAPs).

 

The NYC RPCs work collaboratively with the Regional Family and Community Engagement (FACE) Center, the local NYSED Special Education Quality Assurance (SEQA) office, and NYSED OSE to provide quality special education support and technical assistance to early childhood and school-age professionals and families in the areas of behavior, culturally responsive education, literacy, the special education process, specially designed instruction, and transition.

 

We invite you to explore our professional learning catalog and register for training opportunities facilitated by our skilled specialists.

 

For more information, please contact Abby Lovett Uddin, ALovett2@schools.nyc.gov the Director-Systems Change Facilitator (SCF) of the Queens Regional Partnership Center.

 

 


Month
Date
Location
Upcoming Event
February
2/7/2023
2:00 PM - 3:30 PM
Virtual
Overview of Specially Designed Instruction, Queens RPC
Spaces Remaining: 97
The Overview of Specially Designed Instruction professional development training package is intended to develop participants’ working knowledge of the components of SDI, the rationale for using SDI, and using SDI alongside other instructional strategies.
2/7/2023
2:30 PM - 4:00 PM
Virtual
Evidence-Based Practices for Improving Graduation Rate and Decreasing Dropout, Queens RPC
Spaces Remaining: 43
This training is designed to assist educators and related school personnel in the facilitation of successful completion of school for students with disabilities by improving graduation rates and decreasing dropouts. Participants will gain a deeper understanding of: • available resources aimed at increasing school completion • what data can be used to identify a student’s dropout risk • using data to make programmatic changes • strategies to consider to increase school completion Intended Audience: General Education Teachers, Special Education Teachers, Administrators, School Counselors, School Psychologists and other service providers.
2/9/2023
2:15 PM - 3:15 PM
Virtual
Testing Accommodations for Students with Disabilities, Queens RPC
Spaces Remaining: 20
This professional learning opportunity was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP). This training is intended for administrators, general and special education teachers, psychologists, social workers and guidance counselors. Participants will: • know the purpose of test accommodations. • define test accommodations. • understand their role in supporting a student with their test accommodations. • recognize that instructional accommodations used in the classroom should be aligned with the testing accommodations provided during assessment.
2/14/2023
2:00 PM - 3:30 PM
Virtual
Overview of Specially Designed Instruction, Queens RPC
Spaces Remaining: 99
The Overview of Specially Designed Instruction professional development training package is intended to develop participants’ working knowledge of the components of SDI, the rationale for using SDI, and using SDI alongside other instructional strategies.
2/15/2023
2:15 PM - 3:30 PM
Virtual- Microsoft Teams Webinar
Family and Community Engagement in Tier 1 (Part 2) (Action Planning)
Spaces Remaining: 487
This training is used in conjunction with the Positive Behavioral Interventions and Supports (PBIS) Tier 1 Team Training. The goal of this professional development is to support an educational organization (EO) with family and community engagement within their Tier 1 PBIS. The goal of this professional development is to support an educational organization (EO) with family and community engagement within their Tier 1 PBIS.
2/16/2023
2:00 PM - 3:30 PM
Virtual
Introduction to the Behavior Pathway- Module 1, Queens RPC
Spaces Remaining: 64
To accurately observe and understand a child’s challenging behavior and what environmental factors are triggering and maintaining it, school providers and educators need to understand how to utilize the Behavior Pathway. Within the continuum of Multi-Tiered System of Supports (MTSS), the Behavior Pathway is used as an intensive Tier-3 evidenced-based practice and tool. This professional learning series will enable you to define a child’s problem behavior so that any school provider who works with that child can clearly observe and measure that behavior. Participants will also learn how to observe and figure out what environmental factors are triggering, maintaining and/or reinforcing the problem behavior and, to understand what is motivating the child to continue performing that behavior. It is strongly encouraged that Participants attend and participate in all the subsequent modules of Introduction to the Behavior Pathway and the follow up series the Competing Behavior Pathway. Participants will learn about how to identify the different elements of the Behavior Pathway. and the interrelationships between the elements. Participants will also learn about how these interrelationships result in identifying the Function or Motivation of the problem behavior. The Function or students need is utilized to select high leverage behavioral strategies..
March
3/1/2023
9:00 AM - 11:00 AM
Virtual
Foundations of Effective Reading: The Science of Reading, Queens RPC
Spaces Remaining: 45
The purpose of this training is to help participants gain a greater understanding of what the Science of Reading has determined to be the foundational skills that are needed in order to become a proficient reader. In this series, Participants will explore current instructional practices in reading and the impact it has on reading proficiency. The training will also provide context for the importance of effective reading instruction and the impact that it has on equity for all students. In order to overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading. We will take a look at some ineffective practices and why those may not be working, in order to realign our thinking and pedagogy to what is research-based and effective. Targeted Audience: Special education teachers, general education teachers, literacy/reading instructors, and administrators 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. • List the skills that are essential for proficient reading and how to best teach those skills
3/2/2023
2:15 PM - 3:15 PM
Virtual
Leading the IEP Process Module 5: IEP Development, Queens RPC
Spaces Remaining: 24
This module addresses the specific responsibilities of the District Representative related to the development of the IEP. Federal law and State Regulation require the development of an IEP, a written statement that identifies the specific programs and services a student with a disability will receive, based on the unique need of the child, given the recommendations of the IEP team. Participants will engage with the guiding principles for IEP development, including a deeper understanding of each section of the IEP. Participants will gain insight regarding the IEP as the cornerstone of the Special Education Process, Free Appropriate Public Education (FAPE), and Educational Benefit. This training is intended for administrators, general and special education teachers, psychologists, social workers and guidance counselors. Objectives: •Facilitate a meaningful discussion of the student’s strengths and needs and elicit recommendations to complete the IEP •Encourage and facilitate the participation of the student and the parent(s) in the development of the IEP •Ensure that the IEP is developed in a manner that meets procedural compliance and is reasonably calculated to enable the child to receive educational benefit
3/14/2023
9:00 AM - 10:00 AM
Virtual
FUNDAMENTALS OF EQUITY | MODULE 1 | Virtual Training | Queens RPC
Spaces Remaining: 49
This training is an opportunity to explore equity and cultural responsiveness within the context of the region and/or the Educational Organization(s) present in the audience, as well as build foundational language and knowledge related to these two concepts. 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 initial strengths, challenges, and needs regarding the capacity to implement culturally responsive practices
3/15/2023
11:30 AM - 1:00 PM
Virtual
Dimensions of Equity in Education, Queens RPC
Spaces Remaining: 147
This professional learning is designed to address Dimensions of Equity in Education. This Training is organized into 3 parts Section 1: Grounding in Equity & Culture and 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. Culturally Responsive Education Specialists will use the content of this package to foster discussion around equity with different groups of stakeholders in EOs. 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 for fostering independent learning and rigor through providing responsive scaffolds for marginalized student groups.
3/16/2023
2:15 PM - 3:15 PM
Virtual
Leading the IEP Process Module 6: IEP Implementation, Queens RPC
Spaces Remaining: 25
This module addresses the specific responsibilities of the District Representative and the IEP team related to IEP implementation including ensuring compliance with procedures and timelines, keeping parents informed about their child’s program and progress, and evaluating the effectiveness of the services and programs being provided. This training is intended for administrators, general and special education teachers, psychologists, social workers and guidance counselors. Objectives: • Ensure compliance with procedures and timelines • Inform parents about their child’s program & progress • Evaluate the effectiveness of the services and programs that your district is providing
3/23/2023
2:00 PM - 3:30 PM
Virtual
Introduction to the Behavior Pathway- Module 2, Queens RPC
Spaces Remaining: 78
To accurately observe and understand a child’s challenging behavior and what environmental factors are triggering and maintaining it, school providers and educators need to understand how to utilize the Behavior Pathway. Within the continuum of Multi-Tiered System of Supports (MTSS), the Behavior Pathway is used as an intensive Tier-3 evidenced-based practice and tool. This professional learning series will enable you to define a child’s problem behavior so that any school provider who works with that child can clearly observe and measure that behavior. Participants will also learn how to observe and figure out what environmental factors are triggering, maintaining and/or reinforcing the problem behavior and, to understand what is motivating the child to continue performing that behavior. It is strongly encouraged that Participants attend and participate in all the subsequent modules of Introduction to the Behavior Pathway and the follow up series the Competing Behavior Pathway. Participants will learn about how to identify the different elements of the Behavior Pathway. and the interrelationships between the elements. Participants will also learn about how these interrelationships result in identifying the Function or Motivation of the problem behavior. The Function or students need is utilized to select high leverage behavioral strategies..
3/28/2023
10:00 AM - 11:00 AM
Virtual
Testing Accommodations for Students with Disabilities, Queens RPC
Spaces Remaining: 50
This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the Individualized Education Program (IEP). Participants will: -know the purpose of test accommodations. -define test accommodations. -understand their role in supporting a student with their test accommodations. -recognize that instructional accommodations used in the classroom should be aligned with the testing accommodations provided during assessment.
April
4/4/2023
9:00 AM - 10:30 AM
Virtual
Career Development and Occupational Studies (CDOS) Learning Standards, Queens RPC
Spaces Remaining: 48
Participants will gain an overview of the Learning Standards for Career Development and Occupational Studies (CDOS) at three levels: Career Development, Integrated Learning and Universal Foundation Skills. The training explains how the Career Development and Occupational Studies (CDOS) Commencement Credential provides students with the opportunities to exit school with a credential based on achievement of work readiness skills. The Career Development and Occupational Studies (CDOS) standards prepare all students (not just students with disabilities) to recognize achievement of their learning standards towards work readiness, knowledge and skills. Intended Audience: General Education Teachers, Special Education Teachers, Administrators, School Counselors, School Psychologists and other service providers.
4/4/2023
2:00 PM - 3:30 PM
Virtual
Next Steps in Specially Designed Instruction Part 1, Queens RPC
Spaces Remaining: 99
The Next Steps with Specially Designed Instruction training/Part 1 is intended to further develop participants’ knowledge of specially designed instruction and how SDI should be designed and developed based on individual student need to address their learning barriers. Participants will be trained on how specially designed instruction is used alongside other instructional strategies. Special Education Teachers, CSE teams, General Education teachers who work with students with disabilities and any others interested in furthering their knowledge on specially designed instruction are encouraged to attend. The training is most applicable to those who will be engaging directly in designing, developing and delivering specially designed instruction to students with disabilities.
4/5/2023
9:00 AM - 11:00 AM
Virtual
Explicit Vocabulary Instruction, Queens RPC
Spaces Remaining: 50
This is a three-part series Professional Development on embedding Explicit Vocabulary Instruction into primarily Tier I instruction. The Professional Learning Opportunity is from 9:00AM-11:00AM on the following dates: • Part 1: April 5, 2023 • Part 2: April 12, 2023 • Part 3: April 19, 2023 Intended Audience: Literacy Specialists; Special Education Teachers; General Education Teachers; School Psychologists; Principals, Assistant Principals At the conclusion of this series, • Participants will be able to explain the importance of robust vocabulary instruction for students in the elementary grades. • Participants will understand how explicit instruction can be applied to vocabulary instruction. • Participants will be able to describe key features of vocabulary instruction and identify ways to incorporate vocabulary instruction into different parts of the school day.
4/18/2023
9:00 AM - 10:00 AM
Virtual
FUNDAMENTALS OF EQUITY | MODULE 2 | Virtual Training | Queens RPC
Spaces Remaining: 49
'This professional learning package is designed to build a 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. Participants will define common terms and imagery that appear in conversations about equity, explore the concept of cultural responsiveness through personal, professional, and institutional lenses, and identify initial strengths, challenges, and needs regarding the capacity to implement culturally responsive practices. Objectives: -Define common terms and imagery that appear in conversations about equity It is essential to have common definitions within the Partnership so that we are precise in our discussions and clear on our desired outcomes. -Explore the concept of cultural responsiveness through personal, professional, and institutional lenses Culturally responsive teaching is expressly defined through the NYSED CRSE Framework, as well as other foundational texts that anchor the work of the TAP for Equity and the Partnership at large. -In order to effectively implement culturally responsive practices and move toward equitable outcomes for all students, educators must take every opportunity to critically reflect on a personal, professional, and institutional level. -Identify initial strengths, challenges, and needs regarding the capacity to implement culturally responsive practices -Educators have varying levels of exposure to and experience with culturally responsive practice, as a result of their own professional development and their EOs’ efforts to build capacity in this work.
4/18/2023
11:30 AM - 1:30 PM
Virtual
Values, Equity, and Cultural Responsiveness, Queens RPC
Spaces Remaining: 147
This professional learning 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.
4/18/2023
2:30 PM - 4:00 PM
Virtual
Diploma & Credentials: Options for Students with Disabilities, Queens RPC
Spaces Remaining: 48
This training is to help increase school providers understanding of Diploma and Credentialing options for students with disabilities. This presentation will help them to recognize and identify: 1. The definition of self-determination and its relation to determining individualized diploma and graduation options 2. The credit requirements for graduation in NYS. 3. The Multiple Pathways to Graduation 4 + 1 Option requirements for all students. 4. The appeal eligibility criteria for all students 5. The safety net options for students with disabilities 6. The exiting credentials available in NYS and the requirements for each Intended Audience: General Education Teachers, Special Education Teachers, Administrators, School Counselors, School Psychologists and other service providers.
4/25/2023
10:00 AM - 11:00 AM
Virtual
Testing Accommodations for Students with Disabilities, Queens RPC
Spaces Remaining: 50
This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the Individualized Education Program (IEP). Participants will: -know the purpose of test accommodations. -define test accommodations. -understand their role in supporting a student with their test accommodations. -recognize that instructional accommodations used in the classroom should be aligned with the testing accommodations provided during assessment.
4/25/2023
2:00 PM - 3:30 PM
Virtual
Next Steps in Specially Designed Instruction Part 2, Queens RPC
Spaces Remaining: 97
The Next Steps with Specially Designed Instruction training/Part 2 is intended to further develop participants’ knowledge of specially designed instruction and how SDI should be designed and developed based on individual student need to address their learning barriers. Participants will be trained on how specially designed instruction is used alongside other instructional strategies. Special Education Teachers, CSE teams, General Education teachers who work with students with disabilities and any others interested in furthering their knowledge on specially designed instruction are encouraged to attend. The training is most applicable to those who will be engaging directly in designing, developing and delivering specially designed instruction to students with disabilities.
4/27/2023
2:00 PM - 3:30 PM
Introduction to the Behavior Pathway- Module 3, Queens RPC
Spaces Remaining: 86
To accurately observe and understand a child’s challenging behavior and what environmental factors are triggering and maintaining it, school providers and educators need to understand how to utilize the Behavior Pathway. Within the continuum of Multi-Tiered System of Supports (MTSS), the Behavior Pathway is used as an intensive Tier-3 evidenced-based practice and tool. This professional learning series will enable you to define a child’s problem behavior so that any school provider who works with that child can clearly observe and measure that behavior. Participants will also learn how to observe and figure out what environmental factors are triggering, maintaining and/or reinforcing the problem behavior and, to understand what is motivating the child to continue performing that behavior. It is strongly encouraged that Participants attend and participate in all the subsequent modules of Introduction to the Behavior Pathway and the follow up series the Competing Behavior Pathway. Participants will learn about how to identify the different elements of the Behavior Pathway. and the interrelationships between the elements. Participants will also learn about how these interrelationships result in identifying the Function or Motivation of the problem behavior. The Function or students need is utilized to select high leverage behavioral strategies..
4/27/2023
2:15 PM - 3:15 PM
Virtual
Leading the IEP Process Module 7: Annual Review, Queens RPC
Spaces Remaining: 27
This module addresses the specific responsibilities of the District Representative and the IEP team, as well as regulations and procedures related to the process of annual review. This training is intended for administrators, general and special education teachers, psychologists, social workers and guidance counselors. Ensure: • Information is available on the student’s progress • Discussion on student strengths, needs and parent concerns • Identification of new annual goals • Reconsideration of programs and services • Discussion on LRE • Consensus and common understanding of the recommendations
May
5/2/2023 2:00 PM
Virtual
Fundamentals of Explicit Instruction, Queens RPC
Spaces Remaining: 100
This presentation will provide Pre-K through 12th grade general and special education teachers an understanding of explicit instruction and Explicit Direct Instruction. Teachers will learn instructional strategies and practice developing an EDI lesson plan.
5/3/2023
9:00 AM - 11:00 AM
Virtual
Foundations of Effective Reading: Understanding the Science of Reading:, Queens RPC
Spaces Remaining: 60
The purpose of this training series is to help participants gain a greater understanding of what the Science of Reading has determined to be the foundational skills that are needed in order to become a proficient reader. In this series, Participants will explore current instructional practices in reading and the impact it has on reading proficiency. The training will also provide context for the importance of effective reading instruction and the impact that it has on equity for all students. In order to overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading. We will take a look at some ineffective practices and why those may not be working, in order to realign our thinking and pedagogy to what is research-based and effective. Targeted Audience: Special education teachers, general education teachers, literacy/reading instructors, and administrators 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. • List the skills that are essential for proficient reading and how to best teach those skills.
5/16/2023
2:00 PM - 3:30 PM
Virtual
Fundamentals of Explicit Instruction, Queens RPC
Spaces Remaining: 99
This presentation will provide Pre-K through 12th grade general and special education teachers an understanding of explicit instruction and Explicit Direct Instruction. Teachers will learn instructional strategies and practice developing an EDI lesson plan.
5/16/2023
2:30 PM - 4:00 PM
Virtual
Developing an Effective Student Exit Summary, Queens RPC
Spaces Remaining: 47
This training provides information on the development and provision of an effective exit summary for students. It will cover both the traditional exit summary and the exit summary provided with the Skills and Achievement Commencement Credential. Participants will learn the following specifics about Student Exit Summaries: • The importance of students’ self-determination skills in making the Student Exit Summary a meaningful and relevant document. • Federal and state requirements • Recognize and identify the required components • Identify a process for the development and issuance of the Student Exit Summary that that is student-centered Intended Audience: General Education Teachers, Special Education Teachers, Administrators, School Counselors, School Psychologists and other service providers.
5/18/2023
2:00 PM - 3:30 PM
Virtual
Using the Competing Behavior Pathway to Identify Interventions- Module 1, Queens RPC
Spaces Remaining: 89
In the “Introduction to the Behavior Pathway: The Basis for Understanding Behavior and Behavior Supports” training, participants learned how to accurately observe and understand a child’s challenging behavior, what environmental factors are triggering, maintaining and/or reinforcing it, and why the child is engaging in the behavior. This professional learning series will build upon that content to enable you to complete the Competing Behavior Pathway tool which helps educators and school providers to then identify and develop Prevent-Teach-Reinforce (PTR) intervention strategies for children in need of Tier-3 intensive behavioral support interventions. We further discuss the importance of the contextual fit of these interventions because it takes a team approach to develop and implement a PTR plan and to ensure that it will be implemented with fidelity. Participants will learn how to select function-based behavioral strategies, how to implement the strategies to fidelity and how to progress monitor PTR behavioral strategies to determine student learning and growth.
5/23/2023
10:00 AM - 11:00 PM
Virtual
Testing Accommodations for Students with Disabilities, Queens RPC
Spaces Remaining: 50
This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the Individualized Education Program (IEP). Participants will: -know the purpose of test accommodations. -define test accommodations. -understand their role in supporting a student with their test accommodations. -recognize that instructional accommodations used in the classroom should be aligned with the testing accommodations provided during assessment.
5/23/2023
2:30 PM - 4:00 PM
Virtual- Microsoft Teams Webinar
Agency 101-Connecting Individuals with Disabilities to Adult Services
Spaces Remaining: 98
'This overview of primary adult services is meant to increase school provider’s abilities to assist students and families with appropriate, available referral options and process. Intended Audience: Families, General Education Teachers, Special Education Teachers, Administrators, School Counselors, School Psychologists and other service providers. '
5/25/2023
2:15 PM - 3:15 PM
Virtual
Leading the IEP Process Module 8: Reevaluation, Queens RPC
Spaces Remaining: 28
This module addresses the specific responsibilities of the District Representative and the IEP team, as well as regulations and procedures related to the process of reevaluation. This training is intended for administrators, general and special education teachers, psychologists, social workers and guidance counselors Objectives: • Ensure provision of information about the student’s current performance that can be reviewed as part of this process • Determine what assessments should be completed in the reevaluation • Ensure student and parent involvement in the reevaluation process • Understand district procedure for obtaining parent consent
June
6/1/2023
2:00 PM - 3:30 PM
Virtual
Using the Competing Behavior Pathway to Identify Interventions Module 2 and 3, Queens RPC
Spaces Remaining: 89
In the “Introduction to the Behavior Pathway: The Basis for Understanding Behavior and Behavior Supports” training, participants learned how to accurately observe and understand a child’s challenging behavior, what environmental factors are triggering, maintaining and/or reinforcing it, and why the child is engaging in the behavior. This professional learning series will build upon that content to enable you to complete the Competing Behavior Pathway tool which helps educators and school providers to then identify and develop Prevent-Teach-Reinforce (PTR) intervention strategies for children in need of Tier-3 intensive behavioral support interventions. We further discuss the importance of the contextual fit of these interventions because it takes a team approach to develop and implement a PTR plan and to ensure that it will be implemented with fidelity. Participants will learn how to select function-based behavioral strategies, how to implement the strategies to fidelity and how to progress monitor PTR behavioral strategies to determine student learning and growth.
6/1/2023
2:15 PM - 3:15 PM
Virtual
Leading the IEP Process Module 10: Effective IEP Meetings, Queens RPC
Spaces Remaining: 27
The District Representative serves as the individual who oversees the meeting to ensure it is conducted consistent with legal requirements and in a manner that promotes the meaningful participation of all members, including the student’s parents. Managing difficult meetings requires that a District Representative utilizes certain skills, focuses the discussion of the IEP team, and helps to build consensus among all IEP team members. This training is intended for administrators, general and special education teachers, psychologists, social workers and guidance counselors. Objectives: • Understand facilitator and leadership skills to keep the focus of the IEP Team on the needs of the student • Identify strategies to encourage the student’s parents to participate in a meaningful way at the IEP meeting • Implement procedures needed to be put in place in your district/school to support positive outcomes at IEP meetings
6/6/2023
10:00 AM - 11:00 AM
Virtual
Testing Accommodations for Students with Disabilities, Queens RPC
Spaces Remaining: 50
This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the Individualized Education Program (IEP). Participants will: -know the purpose of test accommodations. -define test accommodations. -understand their role in supporting a student with their test accommodations. -recognize that instructional accommodations used in the classroom should be aligned with the testing accommodations provided during assessment.
6/6/2023
2:30 PM - 4:00 PM
Virtual
Promoting Self-Determination in Students with Disabilities, Queens RPC
Spaces Remaining: 47
In this training participants will deepen their understanding of the concepts and principles of self-determination, their applications, and enhancing their student’s self-determination skills. They will be able to identify the components of self-determination and how they are correlated with positive post-secondary outcomes for students. Participants will also learn how to develop practices that support the development of self-determination in students through student centered IEPs. Intended Audience: General Education Teachers, Special Education Teachers, Administrators, School Counselors, School Psychologists and other related service providers'
6/7/2023
9:00 AM - 11:00 AM
Virtual
Explicit Vocabulary Instruction, Queens RPC
Spaces Remaining: 50
This is a three-part series Professional Development on embedding Explicit Vocabulary Instruction into primarily Tier I instruction. The Professional Learning Opportunity is from 9:00AM-11:00AM on the following dates: • Part 1: June 7, 2023 • Part 2: June 14, 2023 • Part 3: June 21, 2023 Intended Audience: Literacy Specialists; Special Education Teachers; General Education Teachers; School Psychologists; Principals, Assistant Principals 'At the conclusion of this series, • Participants will be able to explain the importance of robust vocabulary instruction for students in the elementary grades. • Participants will understand how explicit instruction can be applied to vocabulary instruction. • Participants will be able to describe key features of vocabulary instruction and identify ways to incorporate vocabulary instruction into different parts of the school day.'
6/8/2023
9:00 AM - 10:00 AM
Virtual
Introduction to Culturally Responsive-Sustaining Education. Queens RPC
Spaces Remaining: 48
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
6/15/2023
2:00 PM - 3:30 PM
Virtual
SDI for Administrators
Spaces Remaining: 100
The Specially Designed Instruction for Administrators professional development training package is the fifth in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This training is intended to further develop administrator’s knowledge of SDI and how SDI should be designed and developed based on individual student need to address their learning barriers. Administrators will be able to define SDI, recognize how to differentiate SDI from general education, identify what SDI looks like in the classroom setting, and gain necessary skills for supervision of implementation of SDI. This package is primarily designed to be delivered as a 2-3 hour in-person training; however, the training is structured to allow for online delivery based upon EO scheduling requirements.
6/15/2023
2:15 PM - 3:15 PM
Virtual
The Educational Benefit IEP Reflection: Strategies for Improving Education Programs and Decision Making at the Committee on Special Education and IEP Teams, Queens RPC
Spaces Remaining: 28
The Educational Benefit IEP Reflection: Strategies for Improving Education Programs and Decision Making at the Committee on Special Education and IEP Teams professional development training package is intended to build awareness that student growth should be reflected across multiple years of Individualized Education Programs (IEPs). Furthermore, it is intended to guide participants to the realization that throughout the IEP there should be indicators of how the student learns, what their needs are, and the specialized instruction that their disability requires. This training is intended for administrators, general and special education teachers, psychologists, social workers and guidance counselors. Objectives: • Participants will learn the historical context around Educational Benefit. • Participants will understand what constitutes Educational Benefit. • Participants will perform a replicable process for reviewing IEPs