RBERN Events

Ongoing Series starting March 17, 2026

[Virtually from 3:15 – 4:15 pm]

MLs with Disabilities: Professional Learning Community

This ML with Disabilities Professional Learning Community (PLC), “The Dual-Access Classroom,” is designed to help New York State educators navigate the complex intersection of Part 154 (ELL services) and Part 200 (Special Education). The series shifts the focus from a “double-deficit” model to a strength-based approach, ensuring that a student’s multilingualism is treated as an asset rather than a barrier to their specialized instruction. Overview of Sessions Session 1: Difference vs. Disorder Session 2: The Collaborative Service Model Session 3: Writing Linguistically Responsive IEPs Session 4: Scaffolding for Cognitive & Language Access Session 5: Multilingual Family Partnership & Advocacy.

Series Dates: March 17, March 31, April 21, May 18, June 15

June 10, 2026

Virtually from 3:15-4:15

Improving ELL Graduation Rates Via Supports in Assessments

This one-hour professional development explores strategies to help English language learners successfully meet high school graduation requirements. Participants will learn how to use assessments, accommodations, and targeted interventions to monitor progress, address learning gaps, and provide the supports necessary to promote academic success and timely graduation for multilingual students.

July 28, 2026

[In Person Questar III Conference Rooms]

9 am to 3 pm

Co-Teaching Institute: Collaborative Practices for Multilingual and Diverse Learner Success 

The Co-Teaching Institute is an interactive, in-person professional learning experience designed to strengthen collaborative instructional practices that support multilingual learners (MLs/ELLs) and other diverse student populations. Participants will explore research-based co-teaching models-including One Teach/One Assist, Station Teaching, Parallel Teaching, Alternative Teaching, and Team Teaching-and examine how each model can be intentionally selected and implemented to increase access to grade-level content, language development, and student engagement. A central focus of the institute is co-planning. Participants will engage in structured planning protocols that promote shared ownership of instruction, clarify roles and responsibilities, and align instructional decisions with student data. Dedicated planning time is embedded throughout the session, allowing co-teaching teams to apply learning directly to the upcoming academic year’s units or lessons. As such, participants should bring curricular materials they would like to develop through coteaching/coplanning. Through collaborative discussions, modeling, and hands-on planning, participants will: Analyze the strengths and challenges of different co-teaching approaches Develop strategies to maximize both teachers’ expertise in the classroom Create lesson plans that incorporate co-teaching structures and language supports Reflect on practices that foster equitable, inclusive, and academically rigorous learning environments By the end of the institute, participants will leave with practical tools, co-developed instructional plans, and a stronger foundation for effective co-teaching partnerships that promote success for multilingual learners and all students.

August 4, 2026

[In Person HFM BOCES]

9 am to 12 pm 

Supporting Multilingual Learners with Special Needs: Inclusive Strategies for Success

This workshop is designed for educators who support English Language Learners (ELLs) with special needs in diverse classroom settings. Participants will explore the intersection of language acquisition and disability, gaining a deeper understanding of how to effectively differentiate instruction while honoring students’ linguistic and cultural assets. Through practical strategies, case studies, and collaborative discussions, educators will learn how to design inclusive lessons, scaffold instruction, and implement accommodations that support both language development and individualized learning needs. The session will also address common challenges such as distinguishing between language differences and learning disabilities, as well as fostering collaboration among general educators, ESL specialists, and special education teams. Participants will leave with actionable tools, resources, and frameworks to create equitable, accessible learning environments where multilingual learners with special needs can thrive.

August 11, 2026

[In Person Questar III BOCES]

9 am to 3 pm

Co-Teaching Institute: Collaborative Practices for Multilingual and Diverse Learner Success 

The Co-Teaching Institute is an interactive, in-person professional learning experience designed to strengthen collaborative instructional practices that support multilingual learners (MLs/ELLs) and other diverse student populations. Participants will explore research-based co-teaching models-including One Teach/One Assist, Station Teaching, Parallel Teaching, Alternative Teaching, and Team Teaching-and examine how each model can be intentionally selected and implemented to increase access to grade-level content, language development, and student engagement. A central focus of the institute is co-planning. Participants will engage in structured planning protocols that promote shared ownership of instruction, clarify roles and responsibilities, and align instructional decisions with student data. Dedicated planning time is embedded throughout the session, allowing co-teaching teams to apply learning directly to the upcoming academic year’s units or lessons. As such, participants should bring curricular materials they would like to develop through coteaching/coplanning. Through collaborative discussions, modeling, and hands-on planning, participants will: Analyze the strengths and challenges of different co-teaching approaches Develop strategies to maximize both teachers’ expertise in the classroom Create lesson plans that incorporate co-teaching structures and language supports Reflect on practices that foster equitable, inclusive, and academically rigorous learning environments By the end of the institute, participants will leave with practical tools, co-developed instructional plans, and a stronger foundation for effective co-teaching partnerships that promote success for multilingual learners and all students.

August 12, 2026

[In Person Questar III BOCES]

8:30 am to 4:30 pm 

ELL Progress Monitoring Tools Vendor Showcase

With New York State’s transition to the WIDA Consortium, districts are rethinking how they assess and monitor English language development. This FREE, full-day event is designed to support district leaders in exploring and comparing available progress monitoring tools. Participants will have the opportunity to hear directly from multiple vendors as they demonstrate their products, explain key features, and respond to district-identified priorities. The showcase is structured to allow for clear, side-by-side comparison of tools-helping districts make informed, confident decisions. This event is intentionally designed to reduce the burden on districts. Rather than coordinating individual meetings or demos with multiple vendors, attendees will have access to a range of providers in one place, in a single day. Opportunities like this are often only available through conferences that require significant time and financial investment. This event is FREE and brings vendors directly to districts, making it easier and more equitable for teams to explore options without added cost. Attendees will leave with a deeper understanding of available options, including computer-based assessments that more closely mirror the WIDA ACCESS experience, as well as practical insights into implementation, reporting, and instructional use.

August 18, 2026

[In Person Questar III BOCES]

9 am to 11 am

Building Your 2026-2027 Comprehensive ELL Education Plan (CEEP): In-Person Work Session 

This 2-hour, in-person technical assistance session provides structured, hands-on support for drafting the 2026-2027 Comprehensive ELL Education Plan (CEEP). Following the release of the NYSED CEEP Submission Guide (anticipated July 30, 2026), participants will engage in guided work time to develop key components of their plan, with opportunities to collaborate with colleagues across districts. RBERN staff will provide real-time feedback, clarify requirements, and support alignment with Part 154 regulations and best practices. Participants are encouraged to bring relevant district data and materials to maximize productivity and leave with substantial progress toward submission (tentatively due October 31, 2026).

August 19, 2026

[Virtually 9am to 10:30 am]

The Purpose and Role of the Language Proficiency Team in the ELL Identification Process for Students with Disabilities 

This session provides a comprehensive overview of the CR Part 154-3 process for determining English Language Learner (ELL) status for students with Individualized Education Programs (IEPs). This session is particularly timely as districts welcome newly enrolled students, including those with disabilities who may have second language acquisition needs. Participants will examine the specialized role of the Language Proficiency Team (LPT) in identifying newly enrolled or re-entering students who may have second language acquisition needs. We will explore the evidentiary standards used to decide if a student’s disability is the primary factor affecting their English proficiency and detail the regulatory timelines for administrative review and parental notification. Learning Objectives 1. Identify which newly enrolling or re-entering students with disabilities are eligible for the LPT screening process. 2. Define the mandated membership of the LPT and the specific scope of their recommendation authority. 3. Analyze categories of evidence, including language history, speech-language evaluations, and psychological reports, to determine if a student should be referred for the NYSITELL. 4. Apply regulatory timelines for LPT recommendations, Principal/Superintendent reviews, and parental notifications. 5. Differentiate between the identification process and subsequent program placement, testing accommodations, and exit criteria for ELLs with disabilities.

Sept 17, 2026

[Virtually 10 am to 11 am]

Building Your 2026-2027 Comprehensive ELL Education Plan (CEEP): Virtual Office Hours 

This 1-hour virtual technical assistance session offers flexible, drop-in support for districts working on their 2026-2027 Comprehensive ELL Education Plan (CEEP). Participants may ask questions, seek clarification on NYSED requirements, or get targeted feedback on specific sections of their plan. RBERN staff will be available to troubleshoot challenges, provide guidance, and ensure alignment with the CEEP Submission Guide and Part 154 expectations. This session is ideal for districts seeking just-in-time support as they finalize their plans ahead of the anticipated October 31, 2026 deadline.