Bronx Regional Partnership Center 

 

The Bronx Regional Partnership Center (BX RPC) is one of five borough based special education support centers. The Bronx 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 Gloria Ford Anderson, GFordAnderson@schools.nyc.gov  the Director-Systems Change Facilitator (SCF) of the Bronx Regional Partnership Center.


Month
Date
Location
Upcoming Event
June
6/7/2023
12:00 PM - 2:30 PM
Virtual
TRAN - Student Directed IEP for Professionals Four part series: Part 4 (Bronx RPC)
Spaces Remaining: 22
Participants in this series will be part of a think tank with like-minded educators. Self-determination and its benefits provide the foundation for the ideas and resources shared to support students with disabilities at all grade levels to increase their participation in IEP development, implementation, and CSE participation. Networking and brainstorming with colleagues from other EOs and national resources are provided. Participants will identify: •The components and research that support self-determination instruction and the student-directed approach. •Materials and resources to aid in the promotion of self-determination & how to reflect these skills in the IEP. •Self-determination assessments to assist in obtaining the individualized information to build student skills. •Considerations for culturally and linguistically diverse (CLD) students and families. •That each individual’s journey to self-determination begins at birth and continues throughout their lifespan. •Considerations for use of assistive technology and other logistics that will impact the celebration on Meeting 4. •Participants will receive/provide peer support and resources to aid in the delivery of self-determination instruction. •Participants will receive/provide peer support and resources to assist in the implementation of the student-directed approach. •Identify various pieces of documentation to be completed and submitted to measure the impact of their work. **In order to receive full CTLE credit all registrants MUST attend all sessions.**
6/13/2023
10:00 AM - 12:00 PM
Virtual
LIT-Universal Screening: Best Practices in Screening for Academic Deficits Part 2| Virtual Live Training| Bronx RPC
Spaces Remaining: 24
Introductory PD on Universal Screening Overview: The purpose of this training is to provide participants with an overview of what universal screening is and how to adopt this practice in their schools. At the conclusion of this training, participants should be able to: 1. Define universal screening 2. Describe the purpose of universal screening 3. Describe the features of a high-quality universal screening measure 4. Identify tools to guide them in selecting a universal screening measure 5. Describe ways in which data from a universal screening measure can be used
6/14/2023
9:00 AM - 3:30 PM
1 Fordham Plaza, Room 820
BEH - Day 2 Using the FBA and BIP Process to Support Students Needing Intensive Intervention| In-Person Training| BRONX Regional Partnership Center
Spaces Remaining: 7
'***NOTE: This is a 3-day In-Person training, participants are expected to attend ALL sessions. *** Description Intended Audience: Implementation Teams consisting of (General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators). This series focuses on understanding the FBA, BIP and Progress Monitoring process as it relates to the NYS Part 200 regulations. The goals of this series are: to understand the Behavior Pathway and build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway). Learn how to conduct a Functional Behavior Assessment (FBA), understanding and developing the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP. How to use a Competing Behavior Pathway to Develop the Behavior Intervention Plan (BIP), identifying interventions based upon the Competing Behavior Pathway. And, finally, learn how to implement and progress monitor the Behavior Intervention Plan, developing the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan regarding changes in both the problem and replacement/desired behaviors. Day 1: • Regulations, • Teaming, • Behavior Pathway • Hypothesis Day 2: • Indirect Data Collection • Desired and Replacement Behavior • Behavior Intervention Strategies Day 3: • Progress Monitoring of Outcomes and Fidelity of Implementation • Direct Data Collection'
6/14/2023
12:00 PM - 2:30 PM
Virtual
TRAN - Family Guide to Transition Planning – Preparing Students with Disabilities for Life After High School | (Bronx RPC)
Spaces Remaining: 19
The purpose of the Family Guide to Transition Planning—Preparing Students with Disabilities for Life After High School is to assist families in understanding the transition planning process specifically from high school to life after high school. When families are knowledgeable about the transition process and invited to participate by Educational Organizations (EOs), students with disabilities experience improved post-school outcomes in the areas of employment, postsecondary education, and independent living. Target Audience: Families, students, special and general education teachers, paraprofessionals, related services professionals, school counselors, agency/community service providers, or case managers.
6/15/2023
10:00 AM - 12:00 PM
Virtual
Explicit Instruction: An Evidence-Based Practice for Effective and Long -Term Learning | Module 3 & 4 Bronx RPC
Spaces Remaining: 20
This explicit instruction training 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.
6/21/2023
9:00 AM - 3:30 PM
1 Fordham Plaza, Room 820
BEH - Day 3 Using the FBA and BIP Process to Support Students Needing Intensive Intervention| In-Person Training| BRONX Regional Partnership Center
Spaces Remaining: 7
'***NOTE: This is a 3-day In-Person training, participants are expected to attend ALL sessions. *** Description Intended Audience: Implementation Teams consisting of (General and Special Education Teachers, Social Workers, Psychologists, Related Service Providers, Paraprofessionals, and Administrators). This series focuses on understanding the FBA, BIP and Progress Monitoring process as it relates to the NYS Part 200 regulations. The goals of this series are: to understand the Behavior Pathway and build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway). Learn how to conduct a Functional Behavior Assessment (FBA), understanding and developing the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP. How to use a Competing Behavior Pathway to Develop the Behavior Intervention Plan (BIP), identifying interventions based upon the Competing Behavior Pathway. And, finally, learn how to implement and progress monitor the Behavior Intervention Plan, developing the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student’s response to the plan regarding changes in both the problem and replacement/desired behaviors. Day 1: • Regulations, • Teaming, • Behavior Pathway • Hypothesis Day 2: • Indirect Data Collection • Desired and Replacement Behavior • Behavior Intervention Strategies Day 3: • Progress Monitoring of Outcomes and Fidelity of Implementation • Direct Data Collection'
September
9/12/2023
10:00 AM - 12:00 PM
Virtual
LIT-Phonological Awareness: Establishing Foundations for Reading Success Part 1
Spaces Remaining: 25
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 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 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.
9/19/2023
10:00 AM - 12:15 PM
Virtual
LIT- Phonological Awareness: Establishing Foundations for Reading Success Part 2
Spaces Remaining: 25
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 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 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.
9/26/2023
10:00 AM - 12:00 PM
Virtual
LIT- Phonological Awareness: Establishing Foundations for Reading Success Part 1
Spaces Remaining: 29
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 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 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.
October
10/3/2023
10:00 AM - 12:00 PM
Virtual
LIT- Phonological Awareness: Establishing Foundations for Reading Success Part 2
Spaces Remaining: 29
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 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 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.